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REPORT 



OF THE 



OF 



SOUTH CAROLINA, 



IN RESPONSE TO 



A Resolution of the House of Representatives and of the Senate, 
Passed February 18, 1875. 



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LIBRARY OF CONGRESS 



OOOOOflH'^a'^? 



CUCUIVIBIA, S. C: 

l\ REPUBLICAN PRINTING COMPANY, STATE PRINTERS. 

1875. 



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OF THE 



fflAlRlM OF m FiCBLII OF IHE WMM 



OP 



SOUTH CAROLINA, 



««^b|^ 



IN RESPONSE TO 



A Resolution of tlie House of Representatiyes and of the Senate, 
Passed Fehrnary 18, 1875. 



COLUMBIA, S. C: 

REPUBLICAN PRINTING COMPANY. 

1875. 



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HEPOHT. 



RESOLUTION OF HOUSE OF REPRESENTATIVES, PASSED FEBRUARY 18, 

1875. 

Whereas the Superintendent of Education, in his annual report, pre- 
sents the annual report of the Normal School, but neither the official re- 
port of the Chairman of the University nor a satisfactory report con- 
cerning the University itself; therefore, be it 

Resolved by the House of Kepresentatives, That the Chairman of the 
Faculty of the University be, and is hereby, requested to furnish to the 
House his annual report, with reports of the different Professors ; giving, 
besides such information as he may deem proper, the number on 
scholarships, their ages, the Counties from which they come, their 
general averages at the late semi-annual examinations, with the number 
and character of the studies pursued, and copies of the questions asked. 

In response to the above request of the House of Eepresentatives, I 
have the honor to present the following 

KEPORT: 

Columbia, S. C, February 19, 1875. 
Hon. J. K. JiLLSON, Secretary of the Board of 

Trustees of the University of South Carolina, Columbia, S. C. : 
Dear Sir — I have just received from the Clerk of the House of 
Representatives a request that I furnish to that honorable body my 
annual report as Chairman of the Faculty of the University of South 
Carolina, together with the reports from the different Professors. I 
placed my annual report in your hands, at the usual time last fall, for 
presentation to the Board of Trustees, and would now request of you a 
copy thereof, to present the same to the House of Representatives, in 
accordance with their request. I would ask of you, also, a copy of the 
report which I placed in your hands a year ago last November. 

B. B. BABBITT, 
Chairman of the Faculty of the University of South Carolina. 

To this note I have received no reply in writing, and not till this 
report was all made up, on the 24th, did I receive a verbal notice that 



f 



I could have the reports on file copied. 1 have not the time to make 
the copy or the means to have the work done, and, therefore, would ask 
that your honorable body provide for bringing that report before 
yourselves. 

In that report I endeavored to set forth fully the action of the 
Faculty, and their defense for that action, as criticised by the Superin- 
tendent of Education. 

An examination of the two reports which the State Superintendent of 
Education has presented to the General Assembly shows that, during 
these two years, he has not presented to the Legislature either of these 
documents, or made any mention of them, while dealing himself spe- 
cially with the very matter discussed in his reports. 

It is true he promises in both reports, as Secretary of the Board of 
Trustees, a report from them, and calls the attention of the General As- 
sembly to that forthcoming report; but no such report has as yet 
appeared during either year. 

In his reports prior to 1873, at least in those of 1871 and 1873, he has 
given the General Assembly large and very "satisfactory" accounts of 
the condition of the University. (See the report of '71, and pages 14 and 
71 to 73, in the report of 72.) 

These, at all events, were " satisfactory " at that time. 

But in the report for 1874 I find the following very severe criticism of 
the present status of the University : 

" A sense of duty constrains me to make the following suggestions con- 
cerning the management of the University : 

" 1. The adoption of a more strict and efficient system of discipline, 
and rigid enforcement of the same. 

"2. The elevation of the standard of admission in the University, and 
an unqualified adherence to the said standard. 

" The practical operation of the Act to establish certain State schol- 
arships in the University of South Carolina, approved February 20, 
1874, has been, so far, a miserable farce. Under the provisions of said 
Act boys have been received into the University as State scholars who 
are not entitled, either by reason of poverty, merit or scholarly attain- 
ments, to receive the bounty provided by the State under the Act afore- 
said. The end contemplated by the framers of the Scholarship Act was 
not to fill up the University halls with a motley crowd of youngsters, 
but 'that the advantages and benefits accruing from the State scholarships 
provided for in the first Section of this Act may be bestowed on suitable 
and deserving persons.' Your cartful consideration of the forthcoming 
report of the Board of Trustees of the University of South Carolina is 
earnestly solicited." 

This concluded a statistical statement, opened with an unofficial ac- 



count of students in attendance on the University, both last year and 
the present year, in numbers far in excess of any figures reported for 
several years before. 

I assume that this is accounted by your honorable body a report too 
meagre to be " satisfactory" and too severe in its criticism to be allowed 
to go forth unsustained or undisputed by official data. 

This must be apparent to your l^onorable body, in view of the most 
important events which happened in the history of the University during 
the past year, and of the more important bearings of those events on the 
cause of free schools, as well as in view of the deep interest which is felt 
in the question of impartial education throughout this country ; for if 
the scholarship law has issued in a " miserable farce," the University, 
with its one hundred and fifty scholars, of every race and color, is a 
" miserable farce." Hence it is not surprising that your honorable body 
should characterize such a statement as not " satisfactory," coming, as it 
does, without one particle of evidence, except the stereotyped but annually 
unfulfilled promise of a " forthcoming report of the Board of Trus- 
tees." 

These statements from the State Superintendent of Education cannot 
be true, unless the Faculty of the University have proved faithless to 
the high trusts committed to them, as the Board of State Examiners, 
under the scholarship law, and the higher trusts which they hold as the 
Professors and instructors in the University of the State. These state- 
ments ought not to be allowed to go forth throughout the country as the 
true accounts of the results of that most important experiment on which 
the University has entered, and through which it has struggled under 
great disadvantages during the past year and a half. Whatever may be 
the motive of this statement — and I have no desire to impugn the motive — 
the statement ought not to be given to the world except as the forced and 
unwilling confession of one compelled to make it after several years of 
trial, and I bespeak your most earnest attention, and I trust I shall have, 
also, your entire sympathy, in all honorable efiTorts for its refutation. 
Challenged, therefore, as I am, together with my fellow-workers, by your 
resolution to this refutation, I am happy to be able to present the accom- 
panying statistics, in response to your request, and will add only a little 
more to what has been presented. 

I will call the attention of your honorable body to the fact that the 
Superintendent of Education, as Chairman of the State Board of Ex- 
aminers, must bear a portion of the responsibility of the execution of 
this scholarship law ; yet I will testify, most willingly, to the fact that 
from the first he has consistently and persistently opposed the enforce- 
ment of the law — at first insisting that no students should be admitted 
last year to the benefit of the scholarships. He has always opposed the 



provisions whereby the Faculty would make it possible for students to 
come to the University, from outlying Counties. Against their efforts to 
bring the advantages of the University within the reach of those who 
from thence offered themselves for examination, he has always insisted 
that "the standard of admission into the University should be elevated 
and an unqualified adherence to its maintainence be required." 

The Faculty have, in opposition to the State Superintendent of Edu- 
cation, followed out a middle course, providing a stepping-stone for those 
who otherwise could never have reached the lofty pedestal on which he 
would have us place the University, and yet they have kept the Univer- 
sity itself intact, so that students, when they graduate, may stand with 
'the best in the land. The Superintendent of Education has not visited 
the University to be present at any of its recitations, except at two of its 
classes, once each. He has not been present at a single examination, 
nor, so far as we know, has he reviewed the semi-annual examination 
questions, or the papers presented in reply. We do not say that, burdened 
as he is with the work of his office, he is, or should be expected, thus to 
visit our exercises, but we do claim that, not having the time to investi- 
gate, he has no right to condemn without investigation, much less, with- 
out giving the slightest reason for his condemnation. 

"With regard to the Superintendent's proposal to raise the standard of 
the University, I would make one remark. The honor of the University 
consists not so much in the exclusiveness of the standard as in the excel- 
lence and success of its instructions. If a " motley crowd " are admitted 
within its walls, and then a company of well trained students are sent 
forth ready for the work of life, in all its departments, the work of the 
University is successful. Whether we are doing this work can be now 
known only by personally visiting the University and inspecting its ope- 
rations. The future alone can test this work fully. To the future, 
therefore, we must appeal to show the wisdom of our efforts. 

In regard to the Superintendent's means of knowing what has been 
done in the assignment of the state scholarships, I will simply call atten- 
tion to the fact that, excepting at the first few meetings, while we were 
determining the policy of the Board of Examiners, he has not been 
present at our deliberations, and so cannot know, of his own knowledge, 
the practical workings of the scholarship law. 

With regard to the adoption of " a more strict and efficient system 
of discipline, and a rigid enforcement of the same," as insisted on by 
the Superintendent, I have to say that this has been the earnest desire of 
the Faculty, but, until lately, we have been hampered by the lack of 
laws, absolutely necessary to sustain the Faculty in the enforcement 
of discipline, and we are now still further hindered by the flict that we 
have not a copy of those by-laws, rules and regulations which we are 



required to put in the hands of every student, nor the means of printing 
them. In spite of these difficulties, I think that we may still say that 
what is necessary, in the particular of discipline, we shall have granted 
us in good time by the Board of Trustees. 

The State Superintendent charges that "boys have been admitted into 
the University as State scholars who are not entitled, either by reason 
of poverty or merit or scholarly attainments, to receive the bounty pro- 
vided by the State." 

The accompanying schedule shows that the average ages of those 
admitted to State scholarships, (57 in number,) is : 

For the Senior Class, 22 years ; 

For the Junior, 21.33; 

For the Sophomore, 19.66 ; 

For the Freshman, 18.53 ; 

For the Sub-Freshman, 19 — being the age necessary for graduation. 

For the whole, the average age is 19.51. 

In the Preparatory School, the average age of the scholars is, for the 
special students, usually called the "Shell Form," or, for the lowest 
form of all, 15.7; for the First Form, 13.76: Second Form, 17; Third 
Form, 17. 

Total average, 15.5. 

Thus, the average age of the Preparatory School would place them in 
the University. Less than one-third of the students in that school, or 
24, are under the age required for entrance into the University, and 14 
are 19 and over; that is, of sufficient age to be graduates of the Univer- 
sity. 

These are, certainly, not a " crowd of youngsters." 

Accompanying this report is also a set of the examination papers on 
which the students were examined last October, when admitted. 

Why, in his report, the Superintendent should have used the word 
" motley " in characterizing this " crowd of youngsters," whose entrance, 
he assumes, the General Assembly would deprecate, is not so plain. 
The dictionary defines motley as " variegated in color." The General 
Assembly, I maintain, meant the scholarships for all colors, and we have 
a goodly number of both white and colored students. 

Motley means heterogeneous. I maintain that the General Assembly 
expected us to gather a heterogeneous crowd from all parts of the State. 
It could not well be otherwise. The results cannot be judged till it be 
discovered whether or not the motley crowd can be reduced to form, 
shape and congruity. What we have done you may learn by visiting 
the University • and seeing for yourselves. There can be no grander 
sight to one who can see the principle involved than the gathering of 
this "motley crowd of youngsters," one hundred and forty in number, 
every morning at half-past eight o'clock for prayers. 



8 

The question of poverty raised by the Superintendent is wholly aside 
from the law. The record of the last session of the General Assembly 
shows that this condition of poverty, as necessary to the enjoyment of a 
scholarship, which was in the law when it was first framed, was cut out 
of it during its passage. 

Finally, there has not been admitted a single student but he will at 
least comply with one of the requisites named by the Superintendent, 
" either poverty, or merit, or scholarly attainment." We do not claim 
infallibility, but it may be shown by the marks of the students, as here- 
with presented, that the number of mistakes in regard to their admission 
have been very few ; and that, considering the previous culture and 
training of these young men, their recent examination shows the results 
of their admission to the scholarships have been very far from a "miser- 
able farce." 

The attempt to break down the University and ruin the reputation of 
its Professors, since the changes which have been made in its method of 
administration a year or so ago, has come from so many sources, and 
such different directions, as to demand a thorough reply at the hands of 
the Faculty. I call your attention to the reports of the several Profes- 
sors, herewith presented, with no little satisfaction and confidence that 
they themselves alone justify the action of the present Board of Trus- 
tees in their election, and show a most commendable degree of faithful- 
ness in their labors as well as success in their efforts, and will satisfy 
your honorable body that the University was never engaged in a nobler, 
or a better or a more successful work than it is at present. 

I shall take advantage of the permission given by your resolution, to 
give such information as I deem proper, to refer at this point to a recent 
attack upon those connected with the University by the Rev. Dr. Rey- 
nolds, lately of the Faculty, and to place on record some facts connected 
with the resignation of the late Dr. LaBorde. These facts are gravely 
misrepresented by Dr. Reynolds, in the memoir of Dr. LaBorde, placed 
as a preface to the recent revision of the history of South Carolina 
College. 

Thus, on pages xv and xvi, we are told that the University would have 
equalled, if not surpassed, " the fame and usefulness of the College, but 
for the egregious folly and wickedness of those who held the control of 
the State." * * " ^ mixed school was impracticable. The colored 
people neither needed nor desired it." * * " But the Trustees were 
bent on a mixed school, and there were needy adventurers at hand to aid 
them in their attempts, * * who, even if unknown, or known only to be 
despised as incompetent or immoral, were yet subservient to their views." 
* * " The University thus became, both in its officers and its matricu- 
lates, a mixed school, and a policy which a Republican Congress has since 



refused to adopt, and so virtually repudiated, was allowed to effect the 
ruin of that seat of learning." It has " fallen into alien hands and sunk 
beneath contempt." 

Professor Reynolds, in his memoir of Dr. LaBorde, undertakes also 
the task of making it appear that Dr. LaBorde shared in these feelings 
and opinions concerning us, which he has above expressed, and that he 
resigned because the University had become a mixed school, and to 
escape the contamination of a despised company of professors and 
students. 

To allow such statements as these to pass unnoticed, when they may be 
used in corroboration of those made by the Superintendent of Education, 
would argue us culpably negligent of our own reputation and criminally 
careless of the reputation and success of the work committed to our care. 

To show the falsity of such a view of his resignation, I place on per- 
manent record the following statement of facts : 

At a meeting of the Board of Trustees, held during the first week of 
October, 1873, several members of the Faculty were invited to be 
present. They were requested to elect to the position of Chairman of 
the Faculty Professor M. LaBorde. Our unanimous reply was that we 
would only be too happy to acquiesce in the request. 

On the following Monday, October 6, the Faculty met and elected 
him to that position. The Faculty was then composed of Professors 
Babbitt, Cummings, Fox, Gibbes, LaBorde, Lynch, Main, Melton, 
Roberts and Talley, as appears from their records. The next day, as 
appears from the register, Hon. Henry Hayne matriculated, and the 
record book was defaced. That afternoon a meeting was held, at which 
every Professor was present, except Professor Brewer, not yet arrived. 
Professor LaBorde presided as Chairman. The events of the morning 
were fully discussed, and it was the unanimous agreement of all the 
members of the Faculty that they would acquiesce in the situation, and 
be ready to enter on the work of educating all who, in accordance with 
law, were placed under our charge. On the next day, but one, October 
9, a special meeting of the Faculty was called, at which were present 
the Chairman, Professor LaBorde, Professors Lynch, Babbitt, Cum- 
mings, Fox, Main and Roberts, the others having already resigned. 

" The Chairman stated, in a very touching address, his purpose in 
calling the meeting to be entirely personal. In few words, he took 
leave of the Faculty, announcing that he had sent into the Board of 
Trustees his letter of resignation." 

Thus stands the record. The Doctor, in broken accents, addressed us 
each in turn, and expressed his great regard and esteem for each, and 
his sorrow at the necessity which compelled him to leave a work on 
which he had hoped to have entered with renewed alacrity and zeal, but 



10 

placed his final determination upon the fact that he had been assured 
that his position on the Faculty was not desired by those who were at 
the head, of affairs, and that he was in the way of their plans for 
curtailing the scope of the operations of the University. 

He unqualifiedly denied that he had resigned because he was 
unwilling hinaself to teach any who might come for instruction, but 
insisted that he was compelled to do so by pressure which he could not 
resist. 

The Faculty appointed a Committee " to draft resolutions expressive 
of our personal regard for Professor LaBorde, in view of his statement 
to us." This being adopted. Professors Cummings and Babbitt were 
appointed to constitute that Committee. At the next meeting the 
following correspondence was read, and received as information : 

COPY OF THE LETTER OF THE COMMITTEE APPOINTED BY THE FACULTY. 

The undersigned, in behalf of the Faculty of the University of South 
Carolina, tender to Prof. M. LaBorde, M. T>., this expression of the 
high personal esteem and sincere regret that, yielding to what he 
conceived to be his interest and duty, he has severed their ever pleasant 
relations as Professors in this venerable University. They trust that the 
eminent abilities and great moral worth which for so many years distin- 
guished him in this institution, will, in new fields of labor, secure him 
friends and full measure of appreciation, and that his future days may 
be marked by usefulness and great happiness, and that, finally, his sun 
may set in a cloudless sky to rise in blissful immortality. In behalf of 
themselves and associates, they beg leave to remain his true personal 
friends and former fellow laborers, 

A. W. CUMMINGS, 1 ^ 

B. B. BABBITT, \ Committee. 

REPLY. 

University, October 13, 1873. 
JRev. Messrs. Cummings and Babbitt, 

South Carolina University, Committee : 
Gentlemen — Your note in behalf of the Faculty, tendering their 
high personal esteem for me, and their regret for the severance of our 
relations as Professors, has been received, and has given me very special 
pleasure. I will not disguise that I am ambitious of the good opinion of 
those with whom I have been associated, and shall ever remember with 
pride that though my connection with many of you was for a brief 
period, still it was long enough for me to earn your confidence and 
regard. 



11 

Most truly do I reciprocate the wish which jou were kind enough to 
express for me, " that your " days for the future may be marked with 
usefulness and great happiness, and that when with us time shall termi- 
nate, you may enter upon a blissful immortality. Please convey my 
kindest regards to the other members of the Faculty, and accept for 
yourselves assurance of my personal regard and friendship. 

(Signed) M. LaBORDE. 

It is plain that he whose last words w'ere " I am at peace with God, 
and in perfect charity with the world," carried with him out of the Uni- 
versity not the least particle of ill will towards his associates whom he 
left, and regretted nothing more than the necessity which compelled him 
to leave the work to which he was willing to give the end of his most 
useful life. 

In the explanation of the reports of the several Professors, I w^ould 
call attention to the fact that we have in the College courses proper 
besides the Sub-Freshman Class, the Freshman Class, w^hich is composed 
of thirty (30) members, and three other small classes. But the size of 
the Freshman class is a most satisfactory guarantee of the number which 
will fill the halls of the University so soon as the students are qualified 
and set in order in the several classes. When the four classes are all 
full by regular promotion we shall have in these courses at least one 
hundred and twenty (120) students. This will be but the result of 
natural growth, as the classes from the Preparatory School are elevated 
to the places occupied by the students now in the University. To reach 
this result w^ill require three years. Before that time has passed the 
number of our students in the upper classes cannot be materially in- 
creased. 

The result of this state of things in the past year would have been an 
imperfect division of labor among the Professors, but that those Profes- 
sors whose work lies chiefly in the upper classes, which are small, have, 
with great alacrity, assisted in the instruction of the lower classes, or in 
the Preparatory School. 

This has been the case specially with the Professors in the Departments 
of Natural, Moral and Mental Sciences, and of the Modern Languages. 

These Professors have assisted with marked success in the instruction 
given to the Preparatory School, and to the Sub- Freshman Class, and 
in the Ancient Languages, as indicated by their reports, while the Pro- 
fessors in the Mathematics, the Ancient Languages, History, and specially 
the English Department, have done full work, as will be seen in their 
reports. 

With regard to the granting of State aid to students who are below 
the standard for entrance into the University, as set forth by the four 



12 

years' college courses, the majority of the Faculty have acted upon the 
principle that it is better, if the State is to help the student at all, she 
should assist at the beginning of his course. She must aid him into 
College, and through his first two or three years, or not aid him at all. 
Then, the student having received this assistance, and having obtained 
a more advanced education, will be able to go out, and by serving the 
State in the capacity of a teacher or by similar work may obtain the 
means to complete his course. We have heard the Superintendent of 
Education lately, mention in public the fact that our scholarship students 
in the upper classes have done most satisfactory work in this respect by 
teaching school during the last summer. It must be plain that if such 
students cannot obtain some assistance which will enable them to live in 
the place where they may enjoy the benefits of the State University and 
State Normal School, they can hope for little aid to that end from those 
all-absorbing employments in which an ignorant man must engage in 
order to obtain a livelihood. 

On the other hand, the State cannot afford to throw away money on 
teachers who have not acquired an education sufficient to fit them for 
the University or the Normal School ; but she can aflbrd the necessary 
aid to fit them for those institutions, and then send them out to be teach- 
ers or to engage in such appropriate employments as may enable them 
to return and complete their studies. It must be remembered, also, that 
until the County High Schools are established and get into full working 
order, all students who are remanded by the Board of State Examiners 
to their homes are left to remain in places and positions \vhere they can 
obtain no instruction which will fit them for either our College Depart- 
ment or for the Normal School. 

If we could place them in our Preparatory School and keep them there, 
that would, without doubt, be the best course ; but they cannot stay here 
and attend the Preparatory School. It will be noticed that there are 
only two in the Sub-Freshman Class on scholarship from the city of Co- 
lumbia. The rest are from the outlying Counties. 

In conclusion, I trust this report will be accepted, with its accompany- 
ing documents, as a satisfactory account of the condition and work of the 
University, as well as a defense of its position in the educational system 
of the State and country. 

Respectfully submitted. 

BENJAMIN B. BABBITT, 

Chairman of the Faculty. 



13 



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Questions for Examination for ScliolarsMps, October, 1874. 



ENGLISH GRAMMAR. 

1. "What is English Grammar ? 

2. Define a sentence, and give an example. What must every sen- 
tence contain? 

3. Name the parts of speech. How many numbers, genders, cases 
and persons are there ? 

4. Give the feminine of ^ero. Compare /it^^. 

5. Give the principal parts of the verb to see. 

6. Parse the following sentence: "The accusing angel flew up to 
Heaven's chancery with the oath, and blushed as he gave it in." 

ARITHMETIC. 

1. What letters are used in the Roman method of Notation ? and 
what is the value of each in numbers ? 

2. Express in words the value of DCXCIX. 

3. How do you prove Division? 

4. What is an abstract number? 

5. What are integers ? 

6. What kind of a fraction isf of I of 21 of I, and what is its value 
reduced to a simple fraction ? 

7. What is the sum of -|-, ~, ~ and ~ '? 

A . 

8. Reduce 9 to a simple fraction. 

Y 

9. From 125.26 take 57.508. 

10. Reduce .025 to a common fraction. 

11. From 6 T. 14 cwt. 2 qr. 20 lbs. 12 oz., take 4 T. 17 cwt. 1 qr. 21 
lbs. 10 oz. 

12. What is the interest on $850 for 1 year 7 mo. 18 days at 7 per 
cent, per annum ? 

13. What is reduction ? 

14. What is proportion ? 

15. State and solve by proportion the following : 

If 9 hats cost $45, how many hats can you buy for $175 ? 



17 

16. Analyze the following questions, viz : If — of a man's age is 85 
years, how old is he ? 

17. Keduce 27f to a fraction. 

18. A man by selling his plantation for $800 lost 20 per cent., what 
was the plantation worth ? 

19. Extract the square root of 7569. 

20. Extract the cube root of 2744. 

GREEK GRAMMAR. 

1. Decline polites logos the article 'o. 

2. Inflect Luo first aorist, active, indicative. 

3. Give the future of j:>ras5o gignosko Hstemi. 

The remainder of the examination in Latin and Greek will be oral. 

LATIN GRAMMAR. 

1. Decline ager, animal, mitis. 

2. Compare bonus, fucilis. 

3. Give the principal parts of cresco, do, rogo. 

4. Give the three roots of audio, amo. 

CESAR. 

1. Translate — 

Caesar his de causis, quas commemoravi, Rhenum transire decreverat; 
sed navibus tranpire neque satis tutum esse arbitrabatur, neque 
suae neque populi Roraani dignitatis esse statuebat; itaque, etsi 
summa difficultas faciundi pontis proponebatur propter latitu- 
diuem, rapiditatem, altitudinemque fluminis, taraen id sibi 
contendendum, aut aliter non transducendum exercitum, exis- 
timabat. 

2. Parse his, quas, narihus, dignitatis, pontis, sibi, exercitum. 

•ALGEBRA. 

1. What is Algebra? 

2. When the quantities are similar in Algebra, but the signs unlike, 
how do you add ? 

3. From Sa^ take {Sa—x-{-ij.) 

4. Divide a^ — oa-y-}-3ay'^ — y'^hy a — y. 

2x-\-5 

5. Reduce 5x to a fraction, 

x-\-2 

X X 

6. Given — 3H — =5 — 3 to find value of x. 

2 3 

7. Given x : x — a : : a : c, to find value of x. 

2 



18 

8. One-half of a post is in the earth, one-third in the water, and the 
remainder, which is 3 feet, above the water, how high is the post ? 

9. What is the cube of 2a— 3^/ ? 

10. Given \ ^ 'T-i^^^r \ *^ ^^^ ^^^ value of x and y. 

GEOGRAPHY. 

1. How many zones are there, and where are they situated ? 

2. Bound the United States, and give the Capital. 

3. What are the principal mountain ranges of the United States? 
Which of them are east, and which west, of the Mississippi River ? 

4. Give the names of the principal rivers of the United States. 

5. By what route can we travel by water from Cincinnati to Charles- 
ton? 

6. What are the names of the largest lakes of North America ? 

7. Name the three principal islands of the West Indies. 

8. Where are the following cities: Pekin, Cairo, Rio Janeiro, Vienna? 

9. Name the five principal countries of Europe. 

10. Where is Madagascar? 

AMERICAN HISTORY. 

1. When was the Declaration of Independence adopted ? 

2. To what nation did the principal colonies of North America belong 
at the time of the Revolution ? 

3. What event closed the war of the Revolution ? 

4. Who was President of the United States during the war of 1812? 

5. When did the war of the Rebellion begin, and when did it end? 



_A.:pi^EisriDix: iii. 



Reports of tlis Mu\ ProfesEors ai Wm of lis Uaivemty. 



THE SCHOOL OF NATURAL PHILOSOPHY, d-c. 

In making my report on the Department committed specially to my 
care, I have to say that its condition is far from what it should be, and 
that I have been greatly hindered in the proper work of instruction by 
the duties of my office as Chairman of the Faculty, and the condition of 
the apparatus. It is antiquated in its style, unfit for use from age and 
infirmity, and demands constant repairs. 

The labor which is required in the workshop to get ready for recitation 
and lectures, is double what it should be, and I have no proper assistant. 

Having no solid table on which to set the apparatus while displaying 
it during the recitation and lecture, I have myself set up a counter 
which is not subject to the jar of the fioor, and have also built a closet, 
in which the noxious fumes of the galvanic battery pass oif up the 
chimney. 

Larger appropriations are needed for more modern apparatus, and for 
the construction of more convenient arrangements in the recitation 
room. 

I have not yet been able, in those classes which I have instructed 
during the past year, to carry them at all into the Mathematics of 
Natural Philosopy. The Junior Class has recited with the Sophomore 
Class and the Senior has undertaken what belongs to both the Senior and 
Junior year. 

The Sophomore have thus far gone over the construction of bodies, 
and the effects of heat on their volume and condition, and the mechanism 
of solids; the several subjects being considered specially with regard to 
their phenomena and their laws. 

The Senior class has been instructed in Natural Philosophy, the Meta- 
physics of Natural Philosophy and the Theory of Mechanics, and is just 
now entering upon the mathematical application of mechanical princi- 
ples. These, in their application to the celestial movements, will consti- 
tute the course for the rest of the year. 



20 

In Natural Philosophy, I have used as a text book the latest edition 
of Olmstead. 

The five students in the Sophomore Class have four recitations and 
lectures per week. 

The four students in the Junior have three. 

The two Seniors have three recitations per week. 

I have also had the Senior Class three times in the week in Evidences 
of Christianity. 

I use in this class Butler's Analogy for a text book, having gone over 
the first part of the evidences of Natural Religion, with lectures on the 
subject of "The Existence of a Personal God." 

The Sub-Freshman Class have also recited to me three times in the 
week in the Arithmetic. They are 23 in number. 

With them I use Sanford's Arithmetic, and have carried them 
through Partial Payments, expecting to complete the arithmetic before 
the end of the year. 

The examination papers for the February examination are herewith 
presented. 

BENJ. B. BABBITT, 
Professor of Natural Philosopy, &c. 



NATURAL PHILOSOPHY. 

SOPHOMORE AMD JUNIOR QUESTIONS. 

1. What is the particular province of Natural Philosphy ? and what 
are its chief divisions? 

2. Define Extension, Impenetrability, Divisibility Compressibility, 
Elasticity, Attraction. 

3. How are bodies measured which are regular in their form ? Describe 
the several standards of measurement ? 

4. How are irregular bodies measured ? 

5. Describe some of the methods for obtaining specific gravity and 
give the principle. 

6. What are the effects of heat upon bodies in respect to magnitude 
and condition. 

7. Define Latent and Specific Heat. 

8. Define the co-efficients of expansion, linear, superficial, cubical, ap- 
parent and real. 

9. Describe the different gradings of thermometers, and the principle 
involved in their construction and use. 

10. AVhat is the maximun tension of vapors and the dew point ? 



21 

11. Describe the action and give the principle of the steam engine. 

12. What are the several phenomena of adhesion and cohesion? 

13. Define motion, momentum and vis viva or moving energy. 

14. State the three laws of motion and by whom discovered. 

15. Define composition and resolution of forces. 

16. Define gravity. State the laws of falling bodies. 

17. Describe the pendulum. State the principles involved in its action. 
Describe its uses. 

18. State the principle of the lever, the law of equal moments. De- 
scribe the pulley, and state the principle on which it rests. 

19. Describe the inclined plane, and state its principle. 

20. What are the forces involved in the movements of rotation and 
revolution, and what are some of the phenomena which attends these mo- 
tions, 

NATURAL PHILOSOPHY. 

SENIORS. 

1. What kind of reasoning is used in Natural Philosophy? 

2. Define observation, experiment, phenomena, hypothesis and theory. 

3. What is constitution of material bodies, and how are they put to- 
gether ? 

4. In what three senses is the term crystaline form used, and how 
are crystals generated ? 

o. Describe the action of Friction. 

6. Describe the action of storms of various kinds. Their movements 
and the methods of their production. 

7. Describe the various phenomena which arise from the presence of 
moisture in the atmosphere. 

8. Describe the behavior of the important currents in the ocean, and 
of the effect of these currents on climate. 

9. How was the mechanical equivalent of heat estimated, and by 
whom ? 

10. What evidence is there of the existence of the Ether ? 

11. Define force, pressure, power and energy, 

12. Give the three laws of motion, 

13. Give the equations for accelerating motion from rest, from an 
original motion and for retarded motion. 

14. Describe some of the actual effects of Cohesion. 

15. The rule for calculating the problems of Re-action and Action. 



22 
EVIDENCES OF CHRISTIANITY. 

SENIOES. 

Butler's Analogy. 

1. Illustrate the fact that Butler's Analogy is an argument from In- 
duction, and show how he proves — 

First. A future life. 

Second. The state of probation, as implying trial, difficulties and 
danger as intended for moral discipline and improvement. 

2. What is his argument respecting the opinion of necessity as in- 
fluencing practice? 

3. What is his argument in regard to our imperfect comprehension of 
the government of God as affecting our duty? 

4. Define personal existence. 

In what manner would you answer the following sentences in Mr. 
Tyudall's Address, delivered at Belfast last August? 

5. First. " The theories of the ancients took an anthropomorphic 
form." 

6. Second. " Tested by observation and reflection these early notions 
failed in the long run to satisfy the most penetrating intellects of our 
race." 

7. Third. "As science demands the radical extirpation of caprice, 
and the absolute reliance upon law in nature, there grew with the growth 
of scientific notions a desire and determination to sweep from the field 
of theory this mob of gods and demons, and to place natural phenomena 
on a basis more congruent with themselves." 

8. Fourth. " If you will apprehend and keep in mind the grand 
conception of the atoms, nature, free, at once, and rid of her haughty 
lords, is seen to do all things spontaneously of herself without the med- 
dling of the gods." 

9. Fifth. " Matter is not the mere naked, empty capacity which 
philosophers have pictured her to be, but the universal mother, who 
brings forth all things as the fruit of her own womb." 

10. Sixth. "It is the mind thus stored, as was Darwin's mind, with the 
choicest materials of the Teleologist, that rejects Teleology, seeking to 
refer these wonders to natural causes. They, according to him, illustrate 
the method of nature, and not the technic of a manlike artificer." 

11. Seventh. "The definitious of matter given in our text books were 
intended to cover its purely physical and mechanical properties, * * 
but are the definitions complete? * =f^ I discern in matter which 
we, in our ignorance, notwithstanding our professed reverence for its 
Creator, have hitherto covered with opprobrium, the promise and potency 
of every form and quality of life." 



23 

12. Eighth. " When the conception that all we see around us, and all 
we feel within us, the phenomena of physical nature, as well as those of 
the human mind, have their unsearchable roots in a cosmical existence 
* "^ of which only an infinitessimal span is offered to the investigation 
of man, and this span is only knowable in part, &c." 

SUB-FRESHMAN ARITHMETIC. 

1. Define Addition, Subtraction, Multiplication and Division. 

2. What is the greatest common divisor and the least common mul- 
tipler of 4, 8, 16? 

3. In what ways may Division be expressed ? 

4. Add t of -I Si, 4^, 31 and |- 



5. Multiply 17569t by 3284- 



5 

6. Divide 476891 by 33^ 

7. Add ten billion one hundred and ten, and the decimal one-ten 
thousandth. 

Seven /hundred and fifty-six thousand and one hundred and seventy- 
five, and the decimal four hundred and fifty-seven hundred-thousandths. 

One hundred and forty-five millions five hundred and sixty-seven thou- 
sand and the decimal thirty-seven thousandths. 

Write the sum total in words. 

8. Multiply 367.25 by 2. 7. 

9. Divide 25 by 5, also 2.5 by 5, also 25 by .005. 

10. How much kerosine oil in 9 'barrels each containing 42 gallons, 
3 quarts, 1 pint, 3 gills? 

11. A gardener pat 5 bushels 3 pecks 7 quarts of tomatoes into 21 
boxes, how much did each box hold ? 

12. A man sold a carriage for 8280.53 and thereby lost 16 per cent, of 
the cost. What did the carriage cost? 

13. [S336.84.] iS^ashville, Tenn., April 5, 1871. 
On demand, with interest from date at 6 per cent., I promise to pay 

John Daily or order, for value received, the sum of three hundred and 
thirty-six and 84 -^-^ dollars. 

What was the value of this note July 15, 1872 ? 

14. Note dated Richmond, Va., February 8, 1868. 
Face of the note $720, rate 6 per cent. 

Credits endorsed Dec. 23, 1868, S207. 

Oct. 3, 1868, 20. 

Aug. 13, 1870, 18. 

Dec. 23, 1870, 300. 
What was the balance due April 28, 1871 ? 



24 
SCHOOL OF MATHEMATICS. 

Univeesity of South Carolina. 
A. W. CuMMiNGS, A. M., D. D. Ppofessor. 

To Reverend B. B. Babbitt, A. M., Chairman of the Faculty : 

Sir : — I have the honor to report, that the matriculates in this school 
are divided into three classes, Freshnaan, Sophomores, Juniors. The 
freshman class embraces twenty-nine regular and one special student. 

This is the largest class that has entered the institution since the year 
1859. 

This class has in this school six recitations a week, as follows : On 
Mondays, Wednesdays and Fridays, Geometry, and on Tuesdays, Thurs- 
days and Saturdays, Algebra. 

The monthly grade ranged from 57 to 94, and the monthly average 
for the whole class was 74, the maximum being 100. 

The range of values obtained at the intermediate examination was 
from 56 to 97, the average of the whole class was 75. 

Only two students fell below 60 and 19 of them stood above 70. It 
is thus seen that every member of this class ranks above medium, and 
three of them attain to first honor. 

The class will complete Robinson's University Algebra and Geometry 
before the end of the term in June, 1875. 

In the Sophomore class there are five students, four of them taking the 
full classical course, and one the modern course, which substitutes 
French and German for Latin and Greek. 

This class has completed Hobinson's University plane trigonometry, 
and passed a good examination on it, they have gone over right angled 
spherical trigonometry, they will complete during the year trigonometry, 
plane and spherical, mensuration, and land surveying, theoretical and 
practical. This class grade from 68 to 85, averaging 77. 

There have been five students in the Junior Mathematical class, one 
of whom has recently transferred to the law school. The class has com- 
pleted and been examined on spherical trigonometry, and gone over 
about one-third of Conic Sections. They will complete Conic Sections 
and Analytical Geometry during the term. They attained from 72 to 
88, at the late examination, making an average of ^b per cent. 

The text books in use in this school are Robinson's University edi- 
tions. They are very full and well up to the present standards of mathe- 
matical science. No instance of disorder, requiring even the mildest re- 
buke, has occurred in my department; a desire to improve has character- 
ized every student. 



25 

Taking into account former opportunities, and the great number of 
studies in other schools, the progress of the poorest in my classes has 
been all that I could have expected. The examination papers of this 
school at the late examination are hereunto appended. 
I have the honor to be your obedient servant, 

A. W. CUM MINGS. 



26 

MATHEMATICS. 

SEMI-ANNUAL EXAMINATION, FEBRUARY, 1875. 
FRESHMAN CLASS. 
Prof. A. W. Cummings. 

ALGEBRA. 

1. What is an equation ? What are the transformations of an equa- 
tion, and how is an equation cleared of denominators ? — (4.) 

2. How many methods of elimination are there, and what are 
they?-(4.) 

3. What is the sign of infinity, and what is the expression for an in- 
finite quantity divided by a finite ? — (4.) 

4. What is the expression -y equal to ? — (4.) 

5. If 2 or more inequalities subsisting in the same sense be added, 
member to member, what will be the result? — (4.) 

6. What will be the effect upon the sign, and what the result if an 
inequality be subtracted from an equation ? — (4.) 

7. Give the rule for writing out the square of a polynomial, without 
the form of actual involution. — (4.) 

8. Find the value of x in the equation 

3x X— 1 20x + 13 

9. An estate was divided among 4 children, in such a way that the 
first received $200 more than \ of the whole ; the second $340 mora than 
•J of the whole ; the third $300 more than i of the whole, and the fourth 
$400 more than i of the whole, what was the value of the estate ? — (5.) 

10. A can perform a piece of work in 8 days, B, in 12 days, in how 
many days can they perform it, both working together ? — (7.) 

-,1 ^. 3x4-7y=70 and 

11. (jriven / OQ 4. £ 3 A rn \ 

x-|-4y=38 to find x and y. — (7.) 

12. Find the value of each letter in the following: 

U+v+x+y+2z=52 
U+v + x + z+2y=50 
U+v+y+z+2x=48 
U+x4-y+z+2v=46 
V+x+y+z+2u=44.— (7.) 



27 

3x X— 1 20X+13 

13. Find x iu the example -t' — — o~ <^ 6x — — 7 (7.) 

14. By the short process, square the polyuomial a-|-b-|-c-|-d-|-f=what? 

15. Find the value of (a^-a^b+3a^2_ab3_p34^)i^ ^^^^ ?— (9) 

4 4 lb 



16. Find the value oN^27a^+108a2+244a-|-64= what?— (10.) 

17. n/ (v/5 + 2) ( V5 + ^/2r ( "V5 + v/27 ,? n(^^ 

(v/13 + 2) CV13 4- v/3) (^/n3 + v/3) ~ ^^'^^ " ^ ^^'^ 

Total 100. 



SOPHOMORE CLASS — PLANE TRIGONOMETRY. 

1. What is trigonometry, and what plane trigonometry? — (8). 

2. What is a degree ?— (8). 

3. What is the complement, supplement, sine, cosine, tangent, cotan- 
gent, secant and cosecant of an arc ? — (8). 

4. Demonstrate that R^ = Sin^ + cosine^ — (8). 

5. Prove that tang. = sin, and that tang = 1 | .^^. 

cos cotangt. 3 

6. Demonstrate that the sines of angles are to each other as the sides 
opposite them. — (10.) 

7. Demonstrate that the chord of 60°, and tang, of 45° are each equal to 
Radius, and that the sine of 30°, the versed sine of 60°, and cosin of 60° 
are each equal to one-half of Radius. — (12). 

8. In any right angled triangle, let the hypotenuse equal 331 rods, 
the angle at the base equal 49° 14' to find the other parts. — (12.) 

9. In an oblique triangle, let the angles at the base be 70° 51' 22" 
and 59° 35' 36", a side opposite the last angle = 720, 8 rods, to find the 
other parts. — (12). 

lO.^Let each side of a triangle = 100,3 to find the three angles. — (12.) 

JUNIOR CLASS — SPHERICAL TRIGONOMETRY. 

1. What is the object of spherical trigonometry? 

2. How many circular parts, and what is the middle part ? 

3. What are Napier's rules for the solution of spherical triangles? 

4. How are right angled triangles, oblique angled triangles and quad- 
rantal triangles solved? 

5. In the right angled sph. triangle ABC, given A B 47° 26' 35" the 
A C. 118° 32' 12" to find the other parts. 

6. In a quadrantal triangle, given the quadrantal side 90° one angle 
adjacent 118° 40' 36", and a side opposite the last angle mentioned 113° 
2' 28" to find the other parts. 



28 

7. In an oblique angled spher., triangle, given the side a 77° 25' 11", 
side C 128° 14' 47" and the angle C 131° 11^ 12" to find the other parts, 
Nos. 1, 2, 3 and 4, above, each valued 10=40; 5, 6 and 7 each, 
valued 20=60=100. 



29 



EEPORT OF DEPARTMENT OF HISTORY. 

Columbia, S. C, February 22, 1875. 
Prof. B. B. Babbitt, Chairman of the Faculty of the University of South 
Carolina : 

Sir — I herewith submit the following report in regard to the Depart- 
ment of History : 

I have under my charge three classes, namely, the Sub-Freshman, 
Freshman and Senior classes, the first of which numbers twenty-three 
(23) scholars, and the second thirty (30.) 

These three classes I have had under my charge for the first term of 
the present scholastic year, and I have to report that they have been 
diligent in their studies, and have made a constant and steady progress 
in acquiring a competent knowledge of history. 

The text- books used are Freeman's Outlines of Universal History for 
Sub-Freshman class, and Talheimer's Manual of History for the Fresh- 
man class. 

Both of these classes have made considerable progress in the books 
mentioned. 

I would also state that these two large classes, exhibiting the average 
grade of mind in this Institution, have shown a good standard of scholar- 
ship during the Intermediate Examination. 

In regard to the Senior Class who have been pursuing the study of 
Political Economy during the first term of this scholastic year, I have to 
state that they have nearly completed this subject of study, and have 
attained a high grade of scholarship upon the late Intermediate Exami- 
nation. 

The text-book used in this branch of study is Thorold Rogers' Manual 
of Political Economy, in connection with a course of reading in larger 
works upon the subject, such as Fawcett and Mill. 

The full studies of this Department, when all the classes are engaged, 
will be in order, as follows : Outlines of Universal History, Political 
Philosophy, Political Economy, Social Science, etc. 
Yours very respectfully, 

T. N. ROBERTS. 

P. S. — Find appended to this report copies of questions in Political 
Economy and History to the Freshman, Sub-Freshman and Senior 
Classes. 



30 

liS^TERMEDIATE EXAMINATION IN POLITICAL EcONOMY, FEBRUARY, 

1875. 

SENIORS. 

1. What are the three elements of wealth ; and what is understood by 
the cost of production ? — (Value 5.) 

2. Describe the effects of co-operation and division of labor, and in 
general terms the effect of the introduction of machinery upon labor; 
also, whether a general rise or fall of prices is possible? — (Value 8.) 

3. What is meant by a measure of value ? also, describe the origin 
and function of money ; and, further, describe some of the substitutes 
for gold and silver ; finally state some of the effects which would result 
from a double currency. — (Value 8.) 

4. What is capital, wages and profit ? Can credit take the place of 
capital ? — (Value 5.) 

5. Describe the theory of Malthus in regard to population. — (Value 5.) 

6. Describe the theories of free trade and production. — (Value 10.) 

7. Describe the mode of operation of Trades' Unions, and state what 
economical results follow their action. Further, show what results may 
follow a system of co-operation. — (Value 10.) 

8. Describe some of the Tenancies of Land in different countries ; also, 
Ricardo's Theory of Rent. — (Value 5.) 

9. Give the rules of Adam Smith in regard to taxation ; and, also, 
describe the respective advantages of direct and indirect taxa- 
tion. — (Value 8.) 

10. What arguments may be advanced to show^ that Political Economy 
is a science, and that the reasoning of M. Comte is false in regard to this 
study being inexact and arbitrary in its conclusions. Further, describe 
why there has been an assumed connection between the theory of Laisez- 
faire, and the development of Political Economy? — (Value 14.) 

11. Shifting our argument to another stand-point,, can there be a science 
of Politocal Economy founded on principles of abstract justice and 
right. Give the argument. — (Value 12.) 

12. Describe some of the phases of Modern Socialism ; especially as 
shown in the character of the International. Further, has Political 
Economy followed the laws of universal progress. — (Value 10.) 

SUB-FRESHMAN CLASS. 

HISTORY. 

1. Describe the great race-groups of mankind, known as the Historic 
races. Also, state wdiat races of men make up the sub-group called 
Aryan; and, further, describe the order of their migration from Asia 
into Europe. — (Value 8.) 



31 

2. Describe the origin of the Greco-Latin Race ; also, the character of 
the early Greeks; the spirit of the Constitutions of Athens and Sparta. 
Also, describe the manner of electing the ancient Kings in Greece; the 
power of the Aristocracy, and the growth of the Democratic power. 
Describe the results of the Persian invasion ; also, the Peloponnesian war 
and its results. — ( v'alue 10.) 

3. Describe the origin of the city of Rome, and the extension of its 
power over Latium, and, finally, over Italy. Describe the wars of Rome 
with Carthage, Macedonia, Mithridates, and the civil war between Pom- 
peius and Caesar. Also, describe the final consolidation and supremacy 
of Roman power over the world. — (Value 12.) 

4. Describe the character of Csesar, and the extent and power of the 
Empire under Augustus. Also, give an account of the reign of Constan- 
tine, and of his conversion to Christianty. Further, describe the decline 
of the Roman power, the several Teutonic invasions, and its final over- 
throw by the Northern barbarians. Finally, give an account of the 
influence of Roman civilization upon the nations of Europe. — (Value 15.) 

5. Describe the Eastern Roman Empire, and its influence in History. 
(Value 5.) 

6. Describe the rise and fall of the Saracenic power. Also, describe 
the Prankish Empire of Charlamagne, and name some of the nations 
which followed upon the dissolution of his power. Describe, specifically, 
the origin of the Kingdom of England and France. — (Value 12.) 

7. Give an account of the growth of the Papal power, the diS'asion of 
Christianity over Europe, and the growth of the Monastic orders. — 
(Value 10.) 

8. Give an account of the Normans, and of their settlement in Nor- 
mand)^ ; and, also, of the Norman conquest of England. Also, describe 
the growth of the Romance nations and languages. — (Value 8.) 

9. Give an account of the origin and growth of the Feudal system, 
and of Chivalry; and the eflects of the Crusades. — (Value 10.) 

10. Give a general description of the middle ages.— (Value 10.) 

FRESHMAN CLASS. 

HISTORY. 

1. Describe the chief groups into which mankind is subdivided. Also, 
describe the migration of the Ayran nations into Europe, in the order of 
time, and the different countries they occupied. — (Value 12.) 

2. Give a general account of the history of Egypt, its antiquity, tra- 
ditions and early growth. Describe the Egyptian religion, science and 
art ; also, state how the people were divided for industrial and other 
purposes. Also, ofifer an estimate of the influence of this ancient civili- 
zation upon the history of the nations of antiquity. — (Value 15.) 



32 

3. Describe the ancient Chaldeans, and give the leading characteristics 
of their civilization, and a description of their early progress in science. — 
(Value 5.) 

4. Describe the Assyrian Monarchy ; the extent of its power over other 
nations, and some of the peculiar characteristics of its people, and the 
memorials left of its former power. — (Value 8.) 

5. Describe the rise and fall of the Median Monarchy ; the power of 
the Magi, and the splendor of the Court of Ecbatana.— (Value 5.) 

6. Describe the origin of the Babylonian Empire ; the extent of its do- 
minion at the height of its power ; the character of its civilization, and the 
genius of its people in government, science, art and commerce. — 
(Value 10.) 

7. Describe the history of the kingdoms of Israel and Judah, and the 
mission of the Jewish people in history. — (Value 5.) 

8. Describe the rise, growth, and final extent of power of the Persian 
Empire. Also, describe in what manner the Persians made the nearest 
approach, of any Asiatic people, towards those traits of civilization called 
European. Further, describe the Persian religion, and how it finally 
became corrupt. Finally, state how the power of Persia was overthrown, 
and became merged in that of another nation. — (Value 15.) 

9. Describe the early history of Greece, the form of the more primitive 
governments, and the character of the ancient Grecian races. Also, name 
what Hellenic State first attained a high political development in. phi- 
losophy, science, art and government ; the character of its civilization, 
and the influence it exerted upon all the other Grecian States. Describe 
the Peloponnesian war; its character and results. Further, describe the 
character of the State which acquired power in the Peloponnesus, and the 
nature of the influence it exerted over the rest of Greece. Finally, give 
an estimate of the influence of Grecian civilization over the ancient 
world, and show how its efiects, directly and afterwards, through Roman 
civilization, have been continued to this time. — (Value 20.) 

10. Describe the rise of Macedonian power over Greece. — (Value 5.) 



University Campus, February 20, 1875. 
To Rev. B. B. Babbitt, A. M., Chairman oj the Faculty: 

Dear Sir — In the department of Rhetoric and English Literature, of 
which I have the honor to have charge, instruction has been given dur- 
ing the term ending February 15, 1875, as follows : 

1. Senior Class. — This class, consisting of two members, and one added 
-from the department of Law, has had weekly recitations in Taine's English 
Literature, review of themes, and weekly lectures on the English Poets, 



33 

in all 18 recitations. The result of the intermediate examination shows 
marked proficency, the average being 81. 

2. Junior Class, consisting of three members. There have been semi- 
weekly recitations in Taine's English Literature, and review of themes. 
Forty recitations. At the intermediate examination this class made an 
average of 91 J. 

3. Sopliomore Class. — Five members. Weekly recitations in Whately's 
Rhetoric, and weekly lectures on English Composition. Forty recita- 
tions. Average 83. 

4. Freshman Class. — -Two divisions. First division, 17 members. 
Second division, 13 members. Each division one weekly recitation in 
Rhetoric, and weekly lecture on Prose Composition. Sixty recitations 
during the term, with average of 72 at intermediate examination. 

5. Sub -Freshman Class. — Two divisions. First division, 12 members. 
Second division, 12 members. Weekly recitations in Syntax, and 
weekly lecture on English Language. In all 74 recitations. Average 
marks at intermediate examination 67. 

In addition to the above, which embrace all the regular duties of the 
professor in this Department, I have given a weekly lecture to the 78 
boys of the Preparatory School on Physical Geography; heard the semi- 
weekly recitations of a class in Ancient History, and also delivered a 
semi- weekly lecture on Elocution to the 28 students attending the Normal 
School. 

Summary for the term ending February 15, 1875: I have given 
instruction in my Department to no less than 171 persons, attended 222 
recitations and delivered 170 lectures — each lecture requiring a 
full hour for its delivery. The discipline of the various classes has 
been all that I could desire or expect. I have every reason to believe 
that this large, not to say excessive, amount of labor has been fruitful of 
good results. I append examination papers, and remain, 
Respectfully, your colleague, 

HENRY J. FOX, 
Professor of Rhetoric, Criticism, Elocution, and 

English Language and Literature. 

JUNIORS AND SENIORS. 

taine's ENGLISH LITEKATURE. 

1. Where did the Saxons originate ; w^hat w^ere their mental charac- 
teristics and physical peculiarities ? 

2. Who were the Normans, and how did they affect literature ? 

3. For what was Chaucer distinguished ? 

4. Render the following into modern English, and name its author: 

3 



34 

The dore was all of athamant eterne, yclenched overthwart and 
endelong with yren tough, and for to make it strong, every piler the 
temple to sustene ^vas tonne-gret of yens bright and shene. 

5. Give a passage illustrative of the power of Shakespeare's imagina- 
tion. 

6. A passage illustrative of the barbarity of the times, 

7. How does the author characterise Milton's "Jehovah?" 

8. Milton's " Adam and Eve ?" 

9. Milton's "Satan?" 

10. What was Milton's "Hell" as compared with Dante's Inferno? 

SOPHOMORES. 

EHETOmC. 

1. What is the difference between Logic and Rhetoric? 

2. What an argument ^^ a priori f 

3. What is concurrent testimony, and what is its value ? 

4. What is disbelieving equivalent to ? 

5. What is included in " Example ?" 

6. Why do not all men reason alike from the same phenomena ? 

7. Is common sense a sure guide ? 

8. What is " Analogy ?" 

9. What does the parable of the unjust steward teach according to the 
author's rule ? 

10. How are matters of opinion established, and how matters of fact ? 

PREPARATORY DEPARTMENT, 

PHYSICAL GEOGRAPHY. 

Professor H, J. Fox. 

1. Name the great circles, 

2. Name the zones and give their latitudes. 

3. Give the form and measurements of the earth, 

4. How do you prove that it is a sphere ? 

5. In which Hemisphere is there the most land ? 

6. AVhere is the center of the water on the earth ? 

7. Where is the center of the land? 

8. What is the earth's axis ? 

9. In what order were its parts created ? 
10. What is Physical Geography ? 



35 

HISTORY — THIRD FORM. 

Professor H. J. Fox. 

1. What is History ? 

2. To what division of the human race do we belong ? 

3. What was the ancient language of India? 

4. Who divided Europe and Asia with the Aryans ? 

5. What were the three great divisions of tlie Semitic Nations ? 

6. How did they disperse ? 

7. Who were the Celts, and where did they settle ? 

8. Teutons ? and slaves ? 

9. What great battles did the Greeks fight ? Who were their generals 
and historians ? 

10. What city became mistress of the world, and how ? 

CHEMISTRY, &c. 

Professor B. B. BABBITT : 

Dear Sir — In the department of Chemistry, Geology, &c., I have 
under instruction two classes. 

The Seniors use as a text book, Lyell's " Principles of G.eology." The 
minerals and fossils of the cabinet are studied in connection with this 
course. 

The Junior class in Chemistry have made commendable progress ; as 
text books we are using Cooke's " Chemical Philosophy," and Eliot & 
Storer's " Manual of Chemistry." lilackboard exercises in chemical 
problems are alternated with the lectures and experiments of the course. 

I have also had in charge the Sub-Freshman class in Algebra ; as a 
class they have done exceedingly well, several of them showing more 
than average mathematical talent. 

The College cabinet, containing several thousand specimens of mineral? 
and fossils, I found last year in dust and disorder. The work of clean- 
ing, arranging and making a catalogue of the specimens has been con- 
tinued during spare hours. Some new specimens have been obtained. 

I must again call attention to the dearth of apparatus and material 
necessary for analyses and scientific research. The small annual appro- 
priation for the chemical department is insufiScient to meet the expense 
of chemicals consumed, and purchase even one-tenth of the appliances 
needed to bring this portion of the scientific course up to the full stan- 
dard of efiiciency. 

The University has for many years been far behind the times in this 
respect. While colleges in the North spend tens of thousands on their 
laboratories and lecture room appliance, $200 has been our maximum 



86 

allowance. Even taking into full consideration the poverty of the State 
this is a " penuywise pound-foolish " policy. 

The State University should be a center of information and training 
in such portions of science as nciay advance the mineral and agricultural 
interests of the State. It is difficult to make it so without a better ap- 
pointed laboratory. Students showing an aptitude for these studies 
should have an opportunity of pursuing special and advanced courses. 
With even a few hundred dollars, the foundation maybe laid of a school 
of practical science, which, with the aid of the friends of liberal education, 
might in time rival those to be found in States where the arts and 
sciences have reached a higher development. 

I append copies of the papers on which the Senior, Junior and Sub- 
Freshman classes have just been examined. 

To attain a mark of 100, a perfect answer to every question was re- 
quired, and for each inaccuracy or omission a corresponding deduction 
was made. The marks attained by the great majority have been most 
creditable. 

Respectfully, &c., 

WM. MAIN, Jr. 



EXAMINATION QUESTIONS IN GEOLOGY — PROFESSOR MAIN. 

Senior Class, February, 1875. 

1. Geology has contended against many prejudices, involving : 

First. Prepossessions in regard to the duration of past time. 
Second. Prepossessions regarding the former intensity of aqueous 

agencies. 
Third. Preconceptions of the former intensity of igneous forces. 

Discuss these points and show them in their true light. 

2. Give an outline of the successive types of animal and vegetable 
life which have been preserved in the fossil record ? 

3. What evidences are there of colder or warmer climates in former 
ages? 

4. What are the geographical causes of variety of climate ? 

5. Explain the astronomical changes influencing climate. 

6. What is considered to have been the cause of the last glacial 
epoch ? 

7. Explain the origin of glaciers and the phenomena they present. 
How is the motion of a glacier accounted for ? 

8. Give an account of the structure of the Mississippi delta. What 
light is aflbrded us by the study of river deltas ? 



37 

QUESTIONS FOR THE EXAMINATION IN CHEMISTRY — PROFESSOR MAIN. 

Junior Class, February, 1875. 

1. Why are the ideas of atoms and atomic weights necessary forms of 
thought in explaining chemical phenomena ? 

2. How was oxygen discovered ? How many litres of oxygen can be 
made from 2.5 kilogrammes of potassic chlorate? 

S. Give three ways of decomposing water and liberating hydrogen. 

4. Define the terms atom, molecule, quantivalence, radical, monad, dyad, 
triad, giving examples of each. 

5. What is ozone ? What are its properties ? Give the theory of its 
molecular constitution. 

6. Describe the chlorine group of elements. 

7. Define and illustrate the meaning of the terms hydrate, anhydride, 
acid, base. Show the formation of such compounds by replacement in 
one or more molecules of water. 

8. Describe the process of manufacturing sulphuric acid. What 
weight of sulphuric acid can be made from 100 kilogrammes of sul- 
phur ? 

9. What compounds do nitrogen and oxygen form ? 

10. What are the properties of phosphorous ? Give the formulas of 
phosphorous anhydride, phosphoric anhydride, phosphoric acid. 

11. Give examples of monobasic, bibasic, and tribasic acids; also, of 
salts of the same. 

12. What is "dialysis?" Define the terms "crystalloid" and "col- 
loid." 



ALGEBRA. 

Sub-Freshman Class — February Examination — Professor Main. 

1. Divide 6a*— a3b + 2a^b2+i3 2i\f+^h^ by 2a^— 3ab+4bl 

2. Find the least common multiple of 3a^b^ 9a-x- 18a"^y^ 3a-y^. 

3. Find the greatest common divisor of 4ax-y, 16abx^, 24acx^ and 
4ax^. 

b— a a— 2b 3x(a— b) 

4. Simplify 1 

X — b x+b x^ — b^ 
1 1 

5. Multiply x^— x + 1 by \ +1. 

x^ X 



38 



4(a2 — ab) Gab 

6. Divide by 

b(a+b)2 a2— b2 

aba 

7. Divide 1 by 



a+b a— b a — b a+b 
1 



8. Simplify 



x + 1 



1 + 



3— X 
5x— 1 + 9x— 5 = 9x— 7 

9. 

7 11 5 

Find the valae of x. - 

X— 3 — 2x— 5 = 41 3x— 8~5x+6 

10. — ~ + 

4 6 60 5 15 

Find the value of x. 

X— 3 2x— 5 41 3x— 8 5x + 6 Find the value 

12. Given = h of x. 

4 6 60 5 15 

11. Why do like signs in multiplication give a positive product and 
unlike signs a negative ? 

12. Multiply 3a-i-b™— 6x2y! by 2aib2— 3xiy3 

b 
i 2. X 3_ 

13. Write x^' a^' z^' z^ in the other form. 

University of South Carolina, 
Columbia, S. C, February 20, 1875. 
Rev. B. B. Babbitt, Chairman of the Faculty: 

Dear Sir — In response to the resolution passed by the House of Bep- 
resentatives day before yesterday, I respectfully furnish, through you, 
the present report. 

The following is a statement of the studies pursued under my instruc- 
tion during the past twelve months : 

The Class of 1876 (or Junior Class) has recited, in Latin, the whole of 
Cicero's Treatise on Old Age, and Terence's Comedy of the Self- Tormentor, 
and seventeen sections of Tacitus' Life of Agricola ; in Greek, the whole 
of Demosthenes' Oration on the Crown. 

The Class of 1877 (or Sophomore Class) has recited, in Latin, nine 
epodes and eleven satires of Horace, the third and half the fourth book 
of Quintus Curtius' Life of Alexander the Great, and part of Cicero's 
Treatise on Old Age ; in Greek, three hundred lines of the Iliad, fifty- 



39 

seven sections of Herodotus, nearly one-half of the Acts of the Apostles, 
and all of Sophocles' Tragedy of King Oedipus. This claes has taken 
almost daily lessons in Hadley's Greek Grammar and Allen's Latin 
Grammar. 

The Class of 1878 (or Freshman Class) has recited, in Latin, in Csesar, 
Cicero and Livy, (in Cicero and Virgil to Professor Greener also ;) in 
Greek, the whole of Harkness' First Greek Book, in Xenophon's Expe- 
dition of Cyrus, and eight hundred lines in the Iliad. They have recited 
also in Hadley's Greek, and Harkness' Latin Grammar. 

One special student has recited in Hebrew Grammar and the Epistle 
to the Romans. 

In the reported studies of the present Freshman Class, will be found 
some of a very elementary character. These belong to the time before 
the class had entered upon their quadrennial college course. A similar 
class has recently begun to recite to me in Greek, hoping to be admitted 
as Freshmen at the beginning of the next Academic year. The Trustees 
have prohibited the formation of Sub-Freshman classes after this 
session, the proper place for preparatory students being evidently in the 
Preparatory School. There may, however, still be a necessity for ele- 
mentary instruction in the languages, for students in the Modern Course 
who wish to be transferred to the Classical. 

For copies of what was required in Latin and Greek of the Sophomores 
and Freshmen, at the late semi-annual examination, I refer to the accom- 
panying documents, marked A and B. 

Your obedient servant, 

FISK P. BREWER, 
Professor of Ancient Languages and Literature. 

A. — Examination in Greek, — February 9, 1875. 

The Sophomore examination was on nine lines of the Oedipus, with 
questions on the moods and participles. The Freshmen were examined 
on four lines of the Iliad, with Etymology, Inflection and Prosody. 
They were also called upon to write, from memory, the translation of 
another passage. The examination papers themselves, as well as those 
of the Sub-Freshman Class, are omitted for want of Greek type. 

B. — Examination in Latin. — February 10, 1875, 

SOPHOMORES. 

1. Translate — Volumus sane, nisi molestum est, Cato, tamquam 
longam aliquam viam confeceris quam nobis quoque ingrediundum sit, 
istuc quo pervenisti videre quale sit. 



40 

2. Translate — Ut eniin adulescentibus bona indole praeditis sapientes 
senes delectantur, leviorque fit seuectus eorum qui a juventute coluntur 
et diliguntur, sic adulescentes senum praeceptis gaudent, quibus ad 
virtutum studia ducuntur. 

3. What would be the more common phrase for quam ingrediiindum 
sit f 

4. What is the construction of molestum, of nobis, of istuc, of 
adulescentibus f 

5. What are the four objections against which Cato defends old age ? 

6. Which of them is he replying to in the second passage quoted 
above ? 

7. AVhat occasion does he have for referring to Milo ? 

8. In what connection is Plato named ? 

9. What book did Cato write ? 

10. What Latin poets does Cato quote in " de Senectute "? 

11. State the substance of the introduction to the " de Senectute." 

FRESHMEN. 

1. Translate — Tarquinius Sextus, qui Komae relictus fuerat, ut 
ignarus responsi expersque imperii, esset, rem summa ope taceri jubent : 
ipsi inter se, uter prior, cum Romam redissent, raatri osculum daret, 
sorti permittunt. Brutus, alio ratus spectare Pythicam vocera, velut si 
prolapsus cecidisset, terram osculo contigit, scilicet, quod ea communis 
mater omnium mortalium esset. Reditum inde Romam, ubi adversus 
Rutulos bellum summa vi parabatur. 

2. Give the construction of Tarquinius and imperii. 

3. What does ut connect ? 

4. Give the reason for the mood of esset, daret, and esset. 

5. Parse reditum. 

6. To what place does inde refer ? 

7. Who was the last king of Rome ? 

8. Give the names of all the kings in regular order, 

9. What was the motive for war against the Rutuli ? 

10. What was their chief city ? 



41 
MENTAL AND MORAL SCIENCE, &c. 

Univeesity of South Carolina, 

Columbia, February 18, 1875. 
Rev. B. B. Babbitt, A. M., Chairman of the Faculty : 

In accordance with the custom of the University, and in obedience to 
the resolution of the General Assembly communicated to you, I have 
the honor to report my department as in an excellent condition during 
the past collegiate year, in consequence of the ability and earnest charac- 
ter of the members of the Senior and Junior classes, more than by 
reason of the number in my particular school. 

In the first term of 1873-4, I heard recitations from the Senior Class, 
in Hamilton's Meta^ohysics three times per week ; in Jevons' Logic once a 
week, and at the end of the term, two recitations per week in Porter s 
Intellectual Science. 

At that time, we had no Senior Class. I assisted, however, as I have 
since my connection with the University, in the Preparatory School, then 
under the able direction of the Rev. Henry J. Fox, A. M., D. D. I had 
the Sub-Freshman Class in Latin, and they recited five times per week 
in the Orations of Cicero and, the ^Eiieid of Virgil. They are all mem- 
bers at present of the Freshman Classical Class in the Academic Depart- 
ment. In addition, I had an advanced class in English Grammar from 
the Preparatory School four times per week. 

While remaining at the University during the summer months, I 
tutored certain members of the Preparatory School, who were ambitious 
to advance. They are now in the Sub-Freshman Class. 

For the present term, my duties have been divided as follows : 

SENIOR CLASS. 

1. Porter's Intellectual Science, twice per week. 

2. Jevons' Logic, once a week. 

3. Townsend's Analysis of the Constitution of the United States, once a 
week. AD these have been completed, with the exception of the Con- 
stitution, the last part of which, together with a study of Constitutional 
Law or International Laiu, has been reserved for the present term. 

JUNIOR CLASS. 

1. This class has recited in : — 

2. Bowen's Metaphysics & Ethics, three times per week. 

3. Peabody's Moral Philosophy, once a week. 

4. Stewart's Philosophy of the Human Mind was used temporarily ; but 
owing to a difficulty in procuring this text book, it was given up for 
tne above named. The others, with the exception of the Ethics, have 



42 

been completed in a creditable manner, and excellent examinations 
passed upon them. 

In common with other members of the Faculty, I have assisted in the 
Very important work of advancing the Sab-Freshman class. This has 
been at once a light duty and a source of gratification, performed, it is 
true, at an expense of leisure for other studies and more attention to the 
advanced classes but one that has amply recompensed me in the progress 
of the students. I invited into this class those members of the Fresh- 
man Modern, and such students of the Preparatory School, as I deemed 
fitted. They have recited five times per week, for the most part, in 
Harkness' Latin Reader and Grammar and since November five times 
per week in Harkness' First Book in Greek. Not only the deep inter- 
est of the students and their friendly rivalry ; but the daily recitations 
and the actual work done in the examinations give sufficient, indubitable 
evidence of the good already accomplished by the organization of this 
class. These young men, by their studious habits and gentlemanly be- 
havior, have proved themselves worthy of the bounty of the State, and 
justify the judgment of the State Board of Examiners, who preferred to 
retain them here and instruct them in the University rather than to dis- 
miss them to the several Counties where absolutely no 'opportunity for 
higher instruction lay open to them. From this class of nearly forty 
members, twenty attained an average of seventy per cent, or over in 
Latin. In Greek, with thirty-two members twenty-two attained seventy 
per cent, or over, and ten reached eighty-five per cent, or over. AYhether 
the examinations were rigid or not maybe judged from the questions 
asked, copies of which are enclosed. 

A. All the examination papers in my department. 

B. The monthly averages of the students, the marks obtained in the 
examination, and the general averages for the past term. 

I am, very respectfully, 

RICHARD T. GREENER, 
Professor, 3Iental and Moral Philosophy, &g. 



43 

SEMI-ANNUAL EXAMINATION, UNIVERSITY OF SOUTH 
CAROLINA, FEBRUARY 13, 1875. 

SENIOR CLASS. 

Professor E. T. Greener. 
porter's elements of intellectual science. 

1. Analyze Sense-Perception. Give the theories of Democritus, Plato, 
Aristotle, Malebranche, Berkeley and Kant on this subject. 

2. Explain the Primary and Secondary Laws of the Association of 
Ideas. 

3. What elements are essential to an act of Memory ? Name the 
different varieties of Memory ? 

4. Show how the growth and culture of the Imagination is possible ? 

5. How would you distinguish Reasoning from Judgment proper? 
What two kinds of Reasoning ? Explain each. Give Campbell's and J. 
Stuart Mill's criticism on the form of the Syllogism. Give an example 
from scientific discovery to illustrate Inductive Reasoning. 

6. Give other names for the Intuitions or Categories, and tell how they 
are divided? What is a Principle, and what are the limitations of Sense- 
Perception ? 

7. Define the Law of Causation. Is acquisence in this an early or later 
intellectual growth ? Give Comte's opinion. What theories with regard 
to Causation were held by Locke, Hamilton and Mill ? 

8. Define Efficient Cause, Final Cause? What two facts can you state 
with regard to the relation of these ? Illustrate Design or Final Cause. 

9. Explain the terms Finite, Conditioned, Infinite, Absolute, as ap- 
plied in Psychology. Under which would you place Spinoza's Omni^ 
determmatio est negatio f 

10. What are Herbert Spencer's objections to Hamilton's and Mansel's 
Unknowableness of the Infinite ? How is the Finite Universe, according 
to President Porter, Infinite according to our knowledge, and why must 
he assume the Absolute both to exist and be unknow^able? 

senior class. 

Prof. Greener. 

jevons' logic. 

1. Name the various kinds of terms and state wherein they may be 
ambiguous. 

2. Name the following Conversions : — 
A to I, I to I, E to E, O, and A. 



44 

3. Give Descartes' four rules of method. 
Give Pascal's five rules of method. 

4. What are the Primary Laws of Thought? 

What two canons of the Syllogism are usually added to these? 

5. Give the eight rules for the Syllogism. 
Name the number of moods; the valid ones. 

If X=major term, Y=middle term, and Z=minor term, show how the 
four figures of the Syllogism are developed from this. For what purpose 
is each figure best suited ? 

6. How does Aristotle divide the Fallacies? 

Name the Semi-logical fallacies. Under what classes would you place 
the following : — 

C Three and two are two numbers. 
1. -< Three and two are five. f Tu es qui es. 

{^.\ Five is two numbers. 2. < Quies esc requies. 

(^ Ergo, tu es Kequies. 
3. ^ B is C, A is B .-. A is C. 

7. Define the Quantification of the Predicate. 

What, in brief, was Mr. Boole's attempt in Logic, and what led to his 
method ? 

8. Define Method in Discovery and Method in Instruction. To what 
are these analogous in Metaphysics? Explain the use of the expressions 
a priori and a posteriori. 

9. What are Perfect and Imperfect Induction? 

" Every science and every question in science is first a matter of fact 
only, then a matter of quantity, and by degrees becomes more and more 
precisely quantitative." 

What inquiries arise from this with regard to every question of Quan- 
titative Induction ? 

10. Define and illustrate Classification and Abstraction. 

BOWEN'S METAPHYSICS AND ETHICS. 

JUNIOR CLASS. 

Prof. Greener. 

1. State the "logic" of Metaphysical and Physical inquiry. 

2. Give the error and results of the teaching of the Schoolmen. 

3. What kind of a question is that of the existence of an external 
world ? 

4. Develop the idea of Self or personal existence ; Hume, Leibnitz, 
the Ancients. 

5. State the Law of Causation ; distinguish it from mere Succession ; 
what are General Laws, Laws of Nature ? From whence do we derive 
the idea of Cause? 



45 

6.' Show the difference between Fatalism and Free-will. Give Fichte's 
exposition of the former. What are Katura Naturans and Natura Na- 
turata f Give Mill's idea of Causation. 

7. Give the argument for the Immediate Agency of the Deity. "What 
is Anthropomorphism and the objection to it. 

8. Show how Universal Scepticism cures itself; analyze the doctrine 
of Chance, and state the Argument from Design. 

9. Give the relation of Theology to the Physical Sciences. 

10. What six doctrines are there to account for the motions and other 
phenomena of the material universe ? 

MORAL PHILOSOPHY— PEABODY. 

JUNIOR CLASS. 

Froj. Greener. 

1. Kame the Desires and explain how they differ from the Appetites. 

2. Discuss the ground of Right. 

3. Show how Observation, Experience and Tradition are sources of 
Knowledge. 

4. What limitations are there with regard to our Right to Liberty and 
Property ? 

5. What are our duties in the attainment of knowledge ? 

6. What is Casuistry ; its original application ; its more general signifi- 
cation now ? Give examples. 

7. Describe briefly the Epicurean and the Peripatetic schools of 
Ethics. 

8. What relation does Cicero bear to the Grecian Ethics ? 

9. Give, in brief, the Ethical systems of Paley and Bentham. 

10. What was Malebranche's definition of Virtue? Illustrate. State 
the idea of the Pantheistic School of virtue. 

PRIVATE EXAMINATION IN LATIN, 

December 21st. 1874. 
SUB-FRESHMAN. 

Froj. Greener. 

1. Give the mood, tense, person and voice of: 

Laudetur; fugatse sunt, 

Monear, terreret, regendum, scribat, 

Sciet, sequitur, capientur and miramur. 

2. Translate and give the rules for the cases of the underscored words : 



46 

I. Labor omnia vincit. 2. Fortuna bella artem vidos docet. 3. Ap- 
piiis Claudius csecus annos multos fuit. 4. Se obtulit omnia Mercuric 
similis wcemque co^oremque. 5. Nou scJioke sed mte discimus. 6. 
Leges omnium salutera singulorum saluti anteponunt. 7. Hie mihi 
Furius pacis commoda commemorat. 8. Legiones duas castris prcesidio 
reliquit. 9. Crescit amor nummi. 10. Fuit peritus belli. 11. Csesar, 
victis hostibus, Romam rediit. 12. Doctrina, propter se, expetenda est. 
13. Jove nate, Hercules, salve ! 14. Nihil est veritatis luce dulcius. 15. 
Nemo fit casu doctus. 16. Multis duee opus est. 17. Solus potitus est 
imperio. 18. Nemo puerorum omnibus horis sapit. 19. Nihil studenti- 
bus sine magno labore dedit. 20. In amnem ruerunt et sub ipsa mcenia 
progress! sunt. 

3. Give ihQ principal parts 0^ : Sum, duco, disco, liabeo, facio, juvo, 
utor, fugo, trajicio and gaudeo. 

4. Tell from what the following are compounded : 

Interfecerunt, percurrit, prsetervectus, edoctus, rediit, alloquitur, 
reipublicffi, iufantibus, coostituit and egregiam. 

5. Mark the quantity of the penults in : 

tesaris, Capua, Antiochia, Timoleon, Chersonesus, alius, Miltiades, 
Iberus, Antiochus, philosophus. 

6. What is a Deponent verb ? Into how many parts is the Periphras- 
tic conjugation divided ? What does each form express ? Give an ex- 
ample of each. 

7. What are ve, que, ne called when appended to words ? What are 
the endings of Masculine, Feminine and Neuter nouns of the III Dec? 

8. What Prepositions are followed by the Accusative f 

9. What Prepositions are followed by the Ablative f 

10. Give a Synopsis of Capio in the Present, Indicative, and Subjunc- 
tive, Active, with Imperative, Participles, &c. 

MODERN FRESHMAN, SUB-FRESHMAN AND PREPARA- 
TORY STUDENTS. 

Semi-Annual Examination, February, 1875. 

LATIN. 

Prof. Greener. 

Translate : 

1. Hoc f acinus rex miratur. 

2. Pacem te poscimus. 

3. Dionysius navigabat Syracusas. 

4. Hannibal femur ictus cecidit. 



47 

5. Milites non mulieribus, non infantibus pepercerunt. 

6. Tu virtutem praefer divitiis. 

7. Trojce buic loco uomen est. 

8. Ego spem pretio non e?no. 

9. Solis occasu suas copias Ariovistus iu msira reduxit. 

10. Scipione duce, ponte facto, superaverunt Ticinuin flumen. 

11. Si te rogavero aliquid, non respondehis f 

12. Philosophia nos docidt, ut nos??ie^ ipsos nosceremus. 

13. Equidem vellem, ut redires. 

14. Tve quis, tanquam -pfxrwsi, fastidiat grammaticre elementa. 

15. Timoleon oravit omnes, ?ie id Jacerent. 

16. Lex brevis est, quo facilius ab imperitis teneatur. 

17. Oderint, dum meiuant. Licet ipsa vitium si7. 

18. Quam magnum vectigal sit parsimonia I 

19. Quid est, cur non orator de rebus iis eloquentissime dicat, quas 
cognovit / 

20. In Hortensio memoria tanta fuit, ut, quse secum commentatus esset, 
ea verbis iisdem redderet, quibus cogitavisset. 

21. Divico ita cum C^esare egit, si pacem populus Komanus cum 
Helvetiis faceret, in eam partem ituros Helvetios, ubi eos Ciesar esse 
voluisset ; sin bello persequi persevararet, reminisceretur pristinje virtutis 
Helvetiorum. 

22. Cura, ut quam primum venias. 

23. Cato esse quam videri doctus malehat. 

24. Consul placandis diis dat operam. 

25. Pacem petitum legatum Romam mittunt. 

26. Dionysius Corinthi expulsus Syracusis pueros docehai. 

27. Jus sua sponte est expetendum. 

1. Parse all the italicised nouns and give the rules for the cases. 

2. Parse all the italicised verbs. Give their principal parts, voice 
mood, tense, number and person. State why they are in the subjunctive 
mood, if they are. When they are compounded, give the elements. 
What is omitted with ituros i composition of sin f 

3. What is met in nosmet f composition of Equidem f full form for 
cognovit f the correlatives of tanta f nos F What kind of clauses are itt 

, nosceremus f ut , redires f ne , facerent F Explain quam 
primum. 

4. Give colloquial English for Quid est, cur non. Give the Euglish of 
sentence 21, in the oi^atio directa. 

5. Where were Syracuse, Corinth, Ticinus, Rome, Troy? 

The Sub-Freshman Class was also examined iu Harkness' First Book 
in Greek, on the translation, paradigms and the Active and Middle Voices 
of Bouleuo. The following questions were also asked : 



48 

4. What does the middle voice in Greek denote ? 

AVhatis it similar to in Latin and French ? 

How many voices are there ? 

Explain the Optative mood. Show its relation to the Eoglish Poten- 
tial, the Latin Subjunctive. 

What does the Aorist tense denote ? 

How does it resemble, if at all, the Imperfect? 

What tenses are necessary, in giving the principal parts of a verb in 
Greek ? 



49 
B 1. 











1^ 






tf 


^ 


. 


O 




M 


w 


H 


K^ 


;5 




W 


w 


pq 


« 


^^ 


« 


1 


^ 


P 




O 


> 


o 


!2. 


^ 


o 


o 


fc^ 


< 


■< 




;z; 


P 


1-5 


><! 












w 





c:^ 








^ 


^ 


M 


a 




O 


w 


H 


« 


>- 


Eh 


s 


W 


(— ( 


Pi 


H 


^ 


^ 


< 


^ 


Ph 


W 


w 


P 


1— 1 


<3 


> 


o 


i^i 


^ 


Ph 


o 


u; 


<3 ! -u ! 


P 


^ 


P 


1-3 


(^ 



Seniors. 



Metaphysics, 
Logic, Constitu- 
tion of United 
States. 



Babbitt, C. J. 
Stewart, T.Mc 
Fox, H 



70 72 
61 Qd 4'/ 
70 97 



Juniors. 



Metaphysics, 
Moral Philoso- 
phy. 



Dart. 



79 95i84i 
55 75 66 : 

84" 



65 79 88 80 85'82 



Morris 168 63 94 

Mishow 60j76|X 

Townsend 70 80 83 



91 X 

xlx 

86 90 



79 
68' 
85 



GREEK. 

Avery 

Cooper 

Clinton 

Durham 

Edwards 

Goosley , 

Hampton , 

Hart'. 

Henderson , 

Holland 

Johnston 

Kershaw , 

La Vail 

Lee , 

McCoy , 

McKinlay 

Murray , 

Oliver , 

Purcell , 

Roberts ..., 

Scott 

Shippen , 

Shrewsbury , 

Sinclair 

Smith 

Stewart , 

Wallace 

Whittaker 

Williams, G. D 
Williams, G. L. 
Young , 



P. 
P. 

S. F. 
S. F. 

P. 
S. F. 

P. 
S. F. 



F. 

F. 

F. 

F. 
P. 
S. F. 
S. F. 
M.F. 
S. F. 

F. 
M.F. 
M.F. 
M.F. 
M.F. 
M.F. 
S. F. 
S. F. 
M.F. 

P. 
S. F. 
M.F. 
S. F. 
S. F. 



6073 

72:58 
78|8l 
80|75 
XX 
55152 
8076 
78176 
58; 95 
80 88 
80 90 
80j92 
6875 
60'58 
9096 
72-80 
9093 
80|82 
75'80 
85i86 
79|80 
95*83 
85190 
80 86 
55;57 
80 82 
85j97 
90 98 
78!81 
85 1 82 
7583 



67183 69 
60|x!63 

60|83|77 
X 50 68 
43 50 47 
55 50 53 



75 
79 
97 



75 77 
87 79 
)5 92 
55175178 
94190 91 
9192191 
60X 68 
4315025 
92:94j93 
608875 
88'909l 
88'89'83 
7018277 
87|88i86 
7085i79 
65 85178 
939389 
80 88'84 
60 60 57 
748681 
80,92189 
10095,95 
60|7576 
74l86|85 
55i50l70 



Marks for the Second Term (1874-75) in Metaphysics, Moral 
Philosophy, Constitution, Logic, Greek and Latin — Professor 
Richard T. Greener. — Seniors, S. Juniors, J. Modern Freshmen, M. F. 
Sub-Freshmen, S. F. Preparatory School, P. X, left, absent during 
that time, or not present at the examination. 



50 

B 2. 



Latin, 











!^* 




. 


X 


(Vi 


. 


o 




pq 

o 


o 


pq 

o 

P 


< 




>4 

1 






Agne w ,...,. „,. = = ,,., j 70 75 

Allen..... ....65 68 

Avery = «......,..,,.......,.. 155 60 



63!77i90!71 P. 



Cooper. ,.,,,... ................... .,....,..,.... 

Davis......... .................................. o...,. 

Durham „.. 

Fiiiebrown 

Fox, IrviDg 

Fox, Clarence,. .............. = ...,.-..,..........,.. 

Hampton 

Hart................................ 

Henderson ........................ = ...,,.,...... 

Holland.... ,., 

La Vail 

Lee................ = ... ...,...,,......,.,..,.,... 

McCoy .......,.,.,,.,...,.. 

McKinlay..... 

McLaurin 

Oliver , 

PurcelL. •. 

Roberts 

Scott................... 

Seay 

Shippen.. |64 

Shrewsbury ..,..!67 

Simmons.... .......... 

Sinclair 

Smith, A. S....... 

Smith, O.L.W... ;., 

Stewart , , 

Wallace 

Williams, G. D 

Williams, G.L 

^Clinton 

*Dnrant,.... , , 

*Ed wards. ,. 

* Johnston 

*Kershaw , 

*McMorris 

^Murray 

*Sirakins 

*Whittaker 

* You ng 



58 
60 

73 
80 80 



5655150 

49i75'87 

70i57i80iX 

68i52!67l75 



75 
70 
60 
70 
80 
77 
80 
62 
87 

75 
72 
71J69 

74I77 



60i60 
95:93 



M.F. 
P. 
P. 
M.F. 



66|S. 
84S. 



87i9380T. 
98i97l79'S. 



6078 

5973 

8598 

60 85 

61 

61 



84i65|P. 
85168 S. 
97J86S. 
87 '75 a 



80 87175 
50^50i58 
97.96'87 
85|95|70 
84,92'75 
8790172 
82'86'72 
89'93|76 
73185169 
X|X|76 
70'80|64 
99 98i84 



52j52;60!50 
75:77164-89 
60,50123 57 
35^50 40 57 

80:82 74183 



8086 
6570 
80 80 



8498 
7560 



62 



82 



50 
94 
60 
60 
91 
97 
60 
90 
76 
50 
50 
75 
77 
60 
75 
76 



75 S. 



P. 

S. F, 
S, F. 
M.F. 
M.F. 
8. F. 
M.F. 
M.F. 
M.F. 
M.F. 
M.F. 
M.F. 
S. F. 
S. F. 
S. F. 
M.F. 
M.F. 
P. 

M.F. 
S. F. 
S. F. 
F. 



76 



60160 
50 1 50 



F. 
F. 
F. 
F. 
F. 
F. 
F. 



*These scholars, during the months of October, November, and December, were in a lower 
division ; but gained the above marks by passing the same examination with the others at the 
end of the term. 



51 
MODERN LANGUAGES, &a 

To the Chairman of the Faculty of the University of South Carolina: 

Sir — In response to your request for a report of the state of ray De- 
partment in the University, I have to say that I entered upon my duties 
as Professor of Modern Languages on the first day of the present mouth. 
This was one week preceding the semi-annual examination, and in view 
of the change of Professors at this juncture it was thought advisable by 
the Faculty to omit the intermediate examination of the classes in my 
Department. I have, therefore, no report of examinations to present. 

On assuming the duties of^my Department I found students pursuing 
the study of French and German in the Senior, Junior, Sophomore and 
Freshman classes, together with two from the Preparatory School and 
two special students. The number of Seniors in my Department is 2 ; 
of Juniors, 3 ; of Sophomores, 1 ; and of Freshmen, 13. The whole 
number reciting is 23. 

The Seniors recite four times a week ; the Juniors four times ; the 
Sophomore and Freshman classes, together, five times. The Sophomores, 
in Greek, also recite to me four times a week. 

I think the most of these students evince an earnest desire to make 
progress in their studies. I am happily impressed with the serious, 
orderly and gentlemanly bearing of the students in the recitation room, 
in which respect, I am disposed to assert, they are not surpassed by the 
students of any college in the land. 

Respectfullv submitted. 

E. B. OTHEMAN, 
Professor of Modern Languages, University of South Carolina. 

College Campus, February 22, 1875. 

PHYSIOLOGY AND MATERIA MEDICA. 

University of South Carolina, 
Columbia, S. C, February, 1875. 
Rev. B. B. Babbitt, A. M., Chairmayi of Faculty U. S. C: 

Dear Sir — I herewith transmit a report of the progress of the classes 
in Physiology and Mat. Medica, under my charge for the term ending 
February 1, 1875. Although the classes, under existing circumstances, 
have been small, the members have been generally regular in attendance 
and in their recitations. Only one member of the classes presented 
himself for the intermediate examination, viz: James A. Beattie. 
I take pleasure in sending in the result of his examinations. 

In Physiology 87-100 

In Mat. Medica 83-100 

Very respectfully, 

JOHN LYNCH, 

Prof Physiology and Mat. Med., U. S. C. 



52 



T.^y^. 



Office of Messes. Melton & Claek, 
Attorneys-at-Law, 
Columbia, S. C, February 15, 1875. 
Prof. Babbitt, Chairman of Faculty University of So. Carolina : 

Sir — I respectfully report that on Tuesday, the 9th instant, the Inter- 
mediate Examination of the Law Class was had, upon written questions 
and answers, with the following result : 

H. A. Fox 97 

H. B. Johnson , 94 

J. H. Stuart 97 

T. McCants Stewart 60 

These are the only members of the class who have submitted to the 
daily examinations. The average stand of Mr. T. McCants Stewart has 
been better than that exhibited by his answers to the Examination Pa- 
per. 

Respectfully your most obedient, 

C. D. MELTON, 
Law Professor. 



REPORT OF SECRETARY AND LIBRARIAN. 

University of South Carolina, 

Columbia, February 23, 1875. 
Btv. Benjamin B. Babbitt, A. M., Chairmaft of the Faculty: 

Dear Sir — In reply to your request, I respectfully state that the fol- 
lowing named students have registered in the University, suice the com- 
mencement of the term, October, 1874, viz : 

LAW SCHOOL. 

1. Barnett B. Goins October 2, 1874, resigned. 

2. Edgar Caypless October 8, 1874, resigned. 

3. Joseph H.Stuart , October 2, 1874. 

4. C. W. Cummings October 7, 1873, re-entered. 

5. Harry A. Fox May 5, 1874. 

6. E. W. Everson October 5, 1874. 

7. F. L. Cardozo October 7, 1874. 



53 

8. Thomas M. Canton October 7, 1874. 

9. Richard T. Greener.... October 7, 1874. 

10. Gil Dixon Fox October 7, 1874. 

11. John Wingate October 9, 1874. 

12. Walter R. Jones October 2, 1874, re-entered. 

13. Henry B. Johnson October 10, 1874. 

14. James O. Ladd October 12, 1874. 

15. Paul J. Mishow November 24,1874. 

16. L. Cain October 30, 1873, re-entered. 

17. Mortimer A. Warren October 7, 1874- 

SCHOOL OF MEDICINE. 

1. H. E. Hayne October 7, 1873, re-entered. 

2. Charles N. Hunter , October 2, 1874, resigned. 

3. James A. Beattie October 7, 1873, re-entered. 

4. M. J. O'Dowd November 2, 1874. 

SENIORS. 

1. Charles J. Babbitt October 7, 1873. 

2. T. McCants Stewart January 7, 1874. 

JUNIORS. 

1. A. G. Towusend .January 7, 1874. 

2. J. M. Morris January 5, 1874, 

3. Wm. M, Dart January, 5, 1874. 

4. Paul J. Mishow January 1, 1874, entered in law. 

SOPHOMORES. 

1. Olin T. Cummings October 7, 1874. 

2. Cornelius C. Scott January 5, 1874. 

3. E. M. Babbitt October 7, 1873. 

4. Lester D. Puckett, (modern) April 1, 1874. 

5. T. A. McLean October 5, 1874. 

FRESHMEN. 

1. C. C. McKinney October 5, 1874. 

2. Thaddeus Saltus October 18, 1873. 

3. Joseph M. O'Hear February 16, 1874. 

4. T. R. Evans October 5, 1874. 

5. W. H. Shrewsbury October 5, 1874. 

6. L Nunez Cardozo.. October 5, 1874. 



54 

7. OwenL. W. Smith ....April 1,1874. 

8. Whitefield McKinlay October 5, 1874. 

9. G. W. Dickson '. October 5, 1874. 

10. N. C. Davis April 1, 1875. 

11. T. Frank P. Roberts October 5, 1874. 

12. J. L. Purcell October 5, 1874. 

13. W.J. Williams , April 1, 1874. 

14. Philip W. Shippen October 5, 1874. 

15. Edward J. Stewart , April 1, 1874. 

16. Milton McLauren April 1, 1874. 

17. C. R. Parmele October 5, 1874. 

18. J. F. Lay April 1, 1874. 

19. N. H. Middleton April 1, 1874. 

20. J. H. Seay April 1, 1874. 

21. Lewis C. Scott October 2, 1874. 

22. Milton B. Lawrence .December 11, 1873. 

23. G. D. Williams April 1, 1874. 

24. John L. Allen October 2, 1874. 

25. C. D. Stewart .October 21, 1874. 

26. J. G. Yarn , November 21, 1874. 

27. L. O'B. Posey November 21, 1874. 

28. Peter V. Hazel .....November 21, 1874. 

29. John L. Dart February 12, 1875. 

SUB FRESHMEN. 

1. Albert Gooseley ., October 13, 1874. 

2. H. L. Fillebrown November 21, 1874. 

3. Clarence W. Fox November 21, 1874. 

4. Benjamin Simmons, Jr November 28, 1874. 

5. A. H. Durant November 21, 1874. 

6. H. R. Pinckney February 15, 1875. 

7. ZebulonW. McMorris October 5, 1874. 

8. George E. Hart.... April 1, 1874. 

9. J. J. Durham , October 5, 1874. 

10. J. A. Simkins October 2, 1874. 

11. George W. Murray October 5, 1874. 

12. John L. Williams October 5, 1874. 

13. J. C. Whittaker October 5, 1874. 

14. K. M. Young October 5, 1874. 

15. H. B. Kershaw October 5, 1874. 

16. Julius J. Holland October 5, 1874. 

17. S. H. McCoy October 5, 1874. 



55 

18 J. L. Oliver October 5, 1874. 

19. F. H. Henderson October 5, 1874. 

20. A¥. A. Sinclair.... October 5, 1874. 

21. Robert O. Lee October 5, 1874. 

22. G. W. C. Clinton October 5, 1874. 

23. James H. Johnston October 5, 1874. 

54. A. S. Smith April 1, 1874. 

SPECIAL COURSE. 

1. F. A. Cummings .October 8, 1874. 

2. S. A. Camp .........October 8, 1874. 

SUMMARY. 

Law School .................17 

Medical School 4 

Senior , 2 

Junior , c 4 

Sophomores 5 

Freshman .29 

Sub- Freshman .....24 

Special Course 2 

Preparatory School 79 

Total .166 

Very respectfully, 

ERASTUS W. E VERSO 1^, 
Secretary of the Faculty. 



^^FI^EISTDIX IV^, 



PKEPARATOEY SCHOOL. 

Rev, B. B. Babbitt, Chairman of the Faculty of the University of South 
Carolina : 

Sir — I have the hoDor to transmit herewith my report of the Prepara- 
tory School of the University since my connection with it. 

On October 13, 1874, Hon. J. K. Jillson temporarily appointed me 
Assistant Principal, or Head Master of the School, and I assumed my 
duties on the 14th ; on the 12th of December I was elected Principal by 
the Board of Trustees. 

October 14 there were on the roll fifty-five names, distributed in 
classes as follows: First Form, 32; Second Form, 14; Third Form, 9. 
Since that time 2 'from the Third and 1 from the Second Forms have 
been admitted to the Sub-Freshman Class of the University; eight have 
been advanced from the Second to the Third Form ; four have been ad- 
mitted, upon examination, to the Second Form, and nine have been ad- 
vanced from the First Form ; twelve have been admitted to the First 
Form, and we have, at present, ten special students conditioned for the 
First Form. I have to record the death of one of the students of the 
Second Form, which occurred October 20, 1874; two have left the 
School ; so that at present there are seventy-three in attendance, dis- 
tributed as follows : First Form, (including ten conditioned,) 41 ; Second 
Form, 18 ; Third Form, 14. 

SUMMARY. 

Number in attendance, October 14 55 

Admitted since 24 

Total 79 

Entered University..... 3 

Left School 2 

Death 1 

Total 6 

Balance 73 



57 

The course of study as printed in the last annual catalogue of the 
University, although possessing, in itself, many good qualities, is, to my 
mind, entirely unpractical, and unfit for the purpose designed. 

The object of the Preparatory School being to fit students to enter the 
University, they should manifestly pursue such a course of study as will 
accomplish the purpose, and not an entirely different ^and independent 
one. My design is, therefore, to adopt such a course that the student, 
having completed it, will be entitled to enter the Freshman Class of the 
University without further examination. 

The course contemplates four years in completing, which I deem abso- 
lutely necessary, at least for the present ; the very limited opportunities 
oflTered throughout the State, and, in many cases, the superficial manner 
of teaching, make it imperative that the course in this department should 
be so arranged as to supply these deficiencies. To Mr. Harry A. Fox, 
my eflicient assistant, I wish to express my obligation, for his uniform 
and hearty co-operation in all my efforts to promote the welfare of the 
school. 

I append a copy of the roll of each Form, together with copies of the 
examination questions, and the per cent, attained by each student for the 
term just closed. 

Yours, very respectfully, 

WM. H. JACKSON, 

Principal Preparatory School. 



58 
First Form. 



&o 



Name. 



Per Cent. 



10 
11 
12 
13 
14 
15 
16 
17 
18 
19 
20 
21 
22 
23 
24 
25 
^6 
27 
28 
29 
30 
31 
32 



1 
2 
3 
4 
5 
6 
7 
8 
9 
10 



Taylor 

Mishaw , 

H. Mobley... 

Mitchell 

Avery 

Spellman 

Lee 

Steele , 

Williams 

Gibbs 

Parker 

N. E. Lewis.. 
J. Thomas.... 
EdmoDston .. 
H. E. Lewis. 

PiDcknev 

J. Mobley 

Washington.. 

Simmons 

Sightler 

Edwards 

Brawley 

Allen 

Camp 

Johnson 

Major 

Harris 

Martin..."...,. 
Gourdion .... 

Tardiff 

O'Harra 

O'Suilivan*... 



Samuels... 
McMorris 

Scott 

Calvo 

Stannard . 
Clinton... 
Jordan ... 
Lomax.... 

Jones , 

Brown 



SPECIAL STUDENTS. 



16 
16 
13 
16 
13 
13 
10 
13 
15 
13 
19 
13 
14 
18 
15 
11 
15 
13 
20 
14 
14 
17 
16 
18 
12 
14 
16 
14 
16 
13 
14 
12 



18 
16 
10 
16 
19 
14 
18 
18 
16 
1; 



^^Entered school since examination. 



59 
Second Form. 



bo 

*^ 
a 

CD 



Name. 



Per Cent. 



1 Oliver, P 

2 Smith, W. B 

3 Douglass, E. J 

4 Kennedv, Jno 

6 Reese, H. O 

6 Buchar, Jno 

7 LaRoche, Jas. S 

8 Ramsay, W. W 

9 Rainey 

10 Bradley, C. S 

llSmith, W. T 

12 Stewart, R. A 

13 Raiibrd 

14 Smith, S 

15| Williams, Manson, Jr. 
16'Jones, Lawrence 



Campbell, R. P. 
Williams, J. F.. 
Hayne, J. B.*.. 



14:82 7-10 
15 76 3-5 
20!75 3-5 
14|75 1-10 
1675 
I4I73 
19i72 2-5 

15 72 2-5 
1868 

20 67 4-5 

1766 

13 64 3-5 

16 63 2-5 
20 62 3-5 
18 56 3-5 
21:49 4-5 
1745 
23135^ 
15l 



^Entered school since examination. 



Third Fo-rm. 



•S 
a 



Name. 



Per Cent. 



1 Wallace, J. E... 

2 Fox, I. P 

3 Ciimmings, F. A. 

4 Agnew, Holmes., 
5Shelton, N. S 

5 Hampton, R, P.. 

7 La vail, W. A.... 

8 Clinton, Lewis.... 
9jEdwards, J. A.... 

lO'Avery, R 

lliWilliams, A. P.. 

12|Rafra, J. T 

13 Nance, B.W 

14Penn, R.S 



12 75 
20171 
19i70 
15167 
1760 
1859 
1568 
19 58 



3-4 
5-6 
17-25 
1-2 



2-7 

1-6 

61-100 

31-50 

1-5 

43-50 

1-2 



60 

GRAMMAR — THIRD FORM. 

Wm. H. Jackson. 

1. What is the distinction between General Grammar and English 
Grammar r* Into how many parts is English Grammar divided ? Define 
each. 

2. Give the rules for the use of Capital letters. 

3. How many, and what are the parts of Speech ? Define each. 

4. Into how many classes are Nouns divided ? Define them. Are 
either of these general classes sub-divided? if so, give the sub-divisions and 
define each. 

5. How many, and what are the ways of distinguishing the Masculine 
from the Feminine gender ? 

6. Give the general classes of Adjectives, with their sub divisions ? 
Define each. 

7. When is " What " a Eelative Pronoun ? What other parts of 
speech may it be ? Give examples of each. 

8. When is " That " a Relative Pronoun ? What other parts of speech 
may it be? Give examples of each. 

9. What are the properties of Verbs? Define each. 

10. How many and what are the Moods. 

11. What is Tense? How many Tenses are there ? What are they ? 

12. How many Tenses has each Mood ? What are they ? 

13. Give the signs of the Tenses in ail the Moods ? 

14. Into how many classes are Adverbs divided ? What are they ? 
Define each. 

15. What is a Conjunction ? Into how many classes are Conjunctions 
divided ? Define each. 

16. Analyze the following sentence : " The King of Shadows loves a 
shining mark." 

17. Analyze the following sentence ; *'' The glimmering landscape now 
fades on the sight.*' 

18. Analyze the following sentence: "The stars will then lift up their 
heads and rejoice." 

19. Analyze the following sentence : " Teachers are anxious that their 
pupils should improve." 

20. Analyze the following sentence : " The Lord uplifts his awful 
hand and chains you to the shore." 



61 

ALGEBRA — TPIIRD FORM. 

Wm. H. Jackson. 

1. What is Mathematics? What is Algebra? 

2. How many kinds of quantities are employed in Algebra ? What 
are they, and how are they represented ? 

3. Explain the difference between a Coefficient and an Exponent. 
What is an Algebraic Expression ? 

4. What is a Monominal? A Binominal? A Trinominal? A 
Polynominal? 

5. What are Homogeneous Terms? When is a Polynominal ho- 
mogeneous? What are Similar Terms ? 

6. What is the Reciprocal of a quantity? Express the Reciprocal of 
the following quantities: a, abc, a plus b, a — c. 

7. Write a Monominal, a Binominal, a Trinominal, a Polynominal of 
4 terms, and all of the same degree. 

8. What is the Numerical value of the following expression, when 
a=4, b=:3, c=2 and d=l. 

15(a+d + b) a— c 3 

+ -f a^b^c^dl 

3 c2 2 a b d 

9. From a, substract — b. ' 

10. Multiply a — b by c — d. Give the rules for the Signs in Multi- 
plication. 

ARITHMETIC — THIRD FORM. 

Wm. H. Jackson. 

1. Express MDCCCXLVIII in figures. 

2. What is the Greatest Common Divisor? The Least Common 
Multiple ? 

3. What is the Greatest Common Divisor of 408, and 740 ? Of 441, 
567 and 126? 

4. What is the Least Common Multiple of 4, 6, 9, 14 and 16? Of 3, 
4, 8, and 12 ? 

5. What are the Prime Factors of 9,800 ? 

6. A's income is five times B's ; B's income is three times C's ; C's 
income is 81,325 ; what is their entire income, and the income of each ? 

7. What number multiplied by 3,047 will produce 299,396,341? 

8. A merchant bought 51 pieces of velvet, each piece containing 30 
yards, at $8 a yard ; he sold it so as to gain $5,000 ; for what did he 
sell it ? 

9. What is a Fraction ? What is the IS umerator ? The Denomina- 
tor? What is an Improper Fraction ? A Complex Fraction ? 



62 

10. Reduce J of I of 31 of 61 to a whole or mixed number. 

I of f~l+fX3i 

11. Reduce to a whole or mixed number. 

f— i+IX*-t 

12. From f take f. 

l+IXf-i 



13. What is the value of 



lof l+i 



4 Ui 2 

14. How long will it take a man to travel 553 miles, provided he 
travels 3J miles per hour, and 9i hours per day ? 

15. f of 144 is f of what number? A, B and C together own 342i 
acres of land; A owns lis acres more than B, and B owns 20f acres 
more than C, how much had each ? 

16. How many bushels of coal would a box contain measuring 5 feet 
long, 3 feet deep and 4 feet high ? How many tons would the same box 
contain ? 

17. What would be the cost of plastering a room 25 feet long, 14 feet 
wide and 10 feet high, @ 15c. per square yard, allowing for 4 windows, 
each 3x4 feet, and 1 door 7x3 feet 6 inches ? 

18. If 59 casks contain 44 hhd. 53 gal. 2 qt. 1 pt. of wine, v/hat is 
the contents of one-fifth of a cask. 

19. A steamship in crossing the Atlantic Ocean has a distance of 3,500 
miles to go; if she sails 211 m. 4 fur. 32 rd. a day, what distance has 
she yet to sail after 15 days. 

20. A printer uses 1 sheet of paper for every 16 pages of an octavo 
book ; how much paper will be necessary to print 500 copies of a book 
containing 336 pages, allowing 2 quires of waste paper in each ream. 



LATIN — THIRD FORM. 

Prof. R. T. Greener. 
Translate : 

1. Hoc facinus rex miratur. 

2. Pacera te poscimus, 

3. Dionysius navigabat Syracusas. 

4. Hannibal femur ictus cecidit. 

5. Milites non mulieribus, non infantibus pepercerunt- 

6. Tu virtutem pracfer divitiis. 



7. Troj?e huic loco nomen est. 

8. Ego spem pretio non emo. 

9. Solis occasu suas copias Ariovistus in castra reduxit. 

10. Scipione duce, ponte facto, superaveruut Ticiuum flumen. 

11. Si te rogavero aliquid, noii respondebis ? 

12. Philosophia nos docuit, lit nosmet ipsos nosceremus. 

13. Equidem vellem, ut redires. 

14. Ne quis, tanquam parva, fastidiat grammaticse elementa. 

15. Tiraoleon oravit omnes, ne id facerent. 

16. Lex brevis est, quo facilius ab imperitis teneatur. 

17. Oderint, duni raetuant. Licet ipsa vitium sib. 

18. Quam magnum vectigal sit parsimonia! 

19. Quid est, cur non orator de rebus iis eloquentissime dicat, qaas 
cogiiorit ? 

20. In Hortensio memoria tanta fuit, ut,quai secum commentatus esset, 
ea verbis iisdem redderet, quibus cogitavisset. 

21. Divico ita cum Csesare egit, si pacem populus Romanus cum Hel- 
vetiis faceret, in earn partem ituros Helvetios, ubi eos Qesar esse voluis- 
set ; sin bello persequi persevararet, reminisceretur pristinse virtutis Hel- 
vetiorum. 

22. Cura, iit quam primum venias. 

23. Cato esse quam videri doctus malebat. 

24. Consul placandis diis dat operam. 

25. Pacem petitum legatum Romam mittunt. 

26. Diony^^ius Corinthi expulsus Syracusis pueros docebai. 

27. Jus sua sponte est expetendum. 



PHYSICAL GEOGRAPHY — PEEPAKATOPvY SCHOOL. 



Professor H. J. Fox, 

1. Name the great circles. 

2. Name the zones and give their latitudes. 

3. Give the form and measurements of the earth, 

4. How do you prove that it is a sphere ? 

5. In which Hemisphere is there the most land ? 

6. Where is the center of the water on the earth 

7. Where is the center of the land ? 

8. What is the earth's axis ? 

9. In what order were its parts created ? 
10. What is Physical Geography ? 



64 

HISTORY — THIRD FORM. 

Prof. H. J. Fox. 

1. What is History? 

2. To what division of the human race do we belong ? 

3. What was the ancient language of India ? 

4. AVho divided Europe and Asia with the Aryans ? 

5. What were the three great divisions of the Semitic nations? 

6. How did they disperse ? 

7. Who Avere the Celts, and where did they settle ? 

8. Teutons ? and Slaves ? 

9. What great battles did the Greeks fight ? Who were the Gen- 
erals and Historians ? 

10. What city became mistress of the world, and how ? 

SPELLING — PREPARATORY SCHOOL. 



' 


Wm. H. Jackson. 


Correct the spelling of the following words : 

1. Laybor. 

2. Honney. 

3. Posession. 


4. 


Colection. 


5. 


Unmersiful. 


6. 

7. 


Agreing. 
Rogueish, 


8. 
9. 


Lyeing. 
Guaranteeing. 


10. 
11. 
12. 
13. 


Changeable. 
Morgage. 
Unwommanly. 
Machinest. 


14. 


Meriment. 


15. 


Bridal. 


16. 


Luxureous. 


17. 


Poettess. 


18. 


Sizable. 


19. Deserveing. 

20. Marriagable. 

What are the three rules for spelling words ending with " e T 



65 

GRAMMAR — SECOND FORM. 



Wm. H. Jacks 



■son. 



1. What is language? How many kinds of language, and what are 
they ? 

2. What is the distinction between General Grammar and English 
Grammar? Into how many parts is English Grammar divided? De- 
fine each. 

3. Give the rules for the use of Capital letters ? 

4. How many, and what are the parts of Speech? Define each. 

5. Into how many classes are Nouns divided? Define them. Are 
either of these general classes sub-divided, if so, give the sub-divisions 
and define each. 

6. What properties have Nouns ? Define each. 

7. How many, and what are the ways of distinguishing the Mascu- 
line from the Feminine gender ? 

8. What is Case ? How many Cases are there? Define each. 

9. How is the Possessive Case Singular found ? Plural ? 

10. In how many ways may Nouns be in the Absolute Case? Give 
an example of each. When is a Noun in apposition ? Give an ex- 
ample. 

11. Give the general classes of Adjectives with their sub-divisions. 
Define each. 

12. What is Comparison ? How many degrees of Comparison are 
there? Define each. 

13. When is " What " a Relative Pronoun ? What other parts of 
speech may it be? Give examples of each, 

14. When is "That" a Relative Pronoun? AYhat other parts of 
speech may it be? Give examples of each. 

15. What is the difference between a Transitive and an Intransitive 
Verb? With respect to their nature into how many classes may 
Verbs be divided ? 

16. What are the properties of Verbs ? Define each. 

17. How many and what are the Moods? 

18. What is Tense? How many Tenses are there? What are they ? 

19. How many Tenses has each Mood ? What are they ? 

20. Give the sijrns of the Tenses in all the Moods? 



66 

ARITHMETIC — SECOND FORM. 

Wm. H. Jackson. 

1. What is Arithmetic? 

2. What is the diiFerence between the Romaa and the Arabic Kuta» 
tion? 

3. What is the Divisor ? The Multiplicand ? The Minuend ? 

4. Express MDCCCXLVIII in figures. 

5. Add together " Ten naillion and ten." " One hundred and five bil- 
lion, one hundred thousand and seven." " One hundred and one." 
" One million and one." Three hundred thousand three hundred." 

6. What is the Greatest Common Divisor ? The Least Common Muh 
tiple ? 

7. What is the Greatest Common Divisor of 408 and 740? Of 441, 
567 and 126 ? 

8. What is the Least Common Multiple of 4, 6, 9, 14 and 16 ? Of 3, 
4, 8 and 12 ? 

9. What are the Prime Factors of 9,800? 

10. A's income is five times B's ; B's income is three times C's ; C's 
income is $1,325; what is their entire income, and the income of each? 

11. What number multiplied by 3,047 will produce 297,396,341? 

12. A merchant bought 51 pieces of velvet, each piece containing 30 
yards, at 88 a yard; he sold it so as to gain $5,000; for what did he 
sell it? 

13. What is the quotient of the product, of 10, 6, 84 and 42, divided 
by the product of 12, 5, 24, 7 ? 

14. What is a Fraction ? What is the Numerator? The Denomi- 
nator ? What is an Improper Fraction ? A Complex Fraction ? 

15. Keduce J of I of 3f of 6f to a whole or mixed number? 

lof f— f+fX3l 

16. Reduce to a whole or mixed number. 

2 i_ I r> \/ 1 . 2. 

3 4 -j- y /\ C -7- 3 

17. From f take J. 



+ tXt- 



18. What is the value of 



of t + i 



i of i 

19. How long will it take a man to travel 553 miles, provided he 
travels 3 J miles per hour, and 9^- hours per day ? 

20. f of 144 is f of what number? A, B and C together own 3421 
acres of land ; A owns 17-3 acres more than B, and B owns 20i acres 
more than C, how much land had each ? 



67 

GEOGRAPHY — SECOND AND THIRD FORM. 

Wm. H. Jackson. 

1. What is the distinctiou between Physical and Political Geographj- ? 

2. What is Longitude ? Latitude? What is a Meridian ? 

3. Which Hemisphere is the larger? AVhich Continent? 

4. Name the rivers of Africa. Of Asia. 

5. Name the mountains of South America. Of Africa. 

6. What are the political divisions of North America? 

7. Bound North America. 

8. Describe the Mississippi River. Red. Colorado. Severn. Co- 
lumbia. 

9. Bound New York and give its Capital. Indiana. South Carolina. 
Maine. Georgia. 

10. In sailing from Portland to New Orleans, what Capes, Bays and 
Coast Cities would you pass ? 

11. Name the great Lakes, and state where they are situated. 

12. Bound the United States, and give its Capital. 

13. Mention all the rivers that flow into the Mississippi. 

14. Name the Capital of each State and Territory, and give its lo- 
cfitiou. 

15. Name the political divisions of South America. Bound Brazil, 
Ecuador, Chili, Patagonia, and give the Capital of each, with its location. 

16. Which of the South American States is the smallest ? Which the 
largest ? Give the size of each, as compared with some of the United 
States. 

17. Name some of the volcanoes in South America, and give their lo- 
cation. 

18. Bound Mexico. Name its Capital and give its location. 

19. Name the Capes and Bays on the Atlantic Coast of the United 
States, beginning with Maine. 

20. Name the principal cities of Canada, and their location, 

HISTORY — SECOND FORM. 

Wm. H. Jackson. 

1. From what Continent did the first inhabitants of America probably 
come ? 

2. What reason is there for supposing that this country was inhabited 
before its discovery by Columbus ? 

3. Give a short history of the Mound Builders; whence they came J 
their civilization ; and by whom they were succeeded. 



68 

4. AVhat is known of the character, disposition and industry of the 
Indians? 

5. Who were the Northmen, and what part do they claim to have 
taken in the early settlement of America? 

6. What was the general idea throughout Europe in the Fifteenth 
Century, as regards the shape of the Earth ? 

7. How did Columbus propose to reach the East Indies; was it by the 
usual route? What was the usual route? 

8. After whom was America named ? Why was it so named? 

9. What four European nations were engaged in the early explora- 
tions of America, and what portion or portions of the Continent did each 
explore? 

10. Name the most noted Spanish explorers? Who first circumnavi- 
gated the Globe? Name the most noted French explorers? The most 
noted explorers of other nations ? 

11. When and by whom was the Pacific Ocean discovered? The Mis- 
sissippi River ? 

1 2. Name the two oldest towns in the United States ? When and by 
whom were they founded? 

13. Name the permanent settlements made at the beginning af the 
seventeenth century ? 

14. What important event took place in 1492? In 1602? In 1609? 
In 1620? 

15. Give a short account of the settlement of Virginia? What can 
you say of John Smith ? 

16. Give an account of the settlement of Massachusetts? What can 
you say of Roger Williams? 

17. AVho first settled New York? What name was given it? When 
and under what circumstances was its name changed? 

18. Who was William Penn, and what can you say of his colony ? 

19. Who settled Maryland, and what can you say of him ? 

20. What can you say of the settlement of South Carolina, when, 
and by whom was it first settled ? 

ARITHMETIC — FIRST FORM. 

Harry A. Fox. 

1. What is Arithmetic? 

2. What is the difference between the Roman and the Arabic Nota- 
tion ? 

3. What is Addition ? Multiplication ? Division ? 

4. What is the Divisor ? The Multiplicand? The Minuend ? 

5. Express MDCCCXLVIII in figures? 



69 

6. What is the value of the expression, 10 X 8--6 + 105— 9X9-^81 ? 

7. Add together " Ten million and ten." " One hundred and five bil- 
lion, one hundred thousand and seven." "One hundred and one." 
"One million and one." " Three hundred thousand, three hundred." 

8. From 97,601 take 99,003. 

9. Multiply 9,000,009 by 80,079. 

10. Divide 397,664,976 by 308. 

11. What is a Prime Factor? A Prime Number ? 

12. What is the Greatest Common Divisor? The Least Common 
Multiple ? 

13. What is the Greatest Common Divisor of 408 and 740 ? Of 441 , 
567 and 126? 

14. What is the Least Common Multiple of 4, 6, 9, 14 and 16 ? Of 
3, 4, 8 and 12? 

15. What are the Prime Factors of 9,800 ? 

16. A's income is five times B's ; B's income is three times C's ; C's 
income is $1,325; what is their entire income, and the income of each? 

17. A gentleman possessed an estate of $70,288; he gave one-fourth 
of it to his wife, and divided the remainder equally among his four 
children. How much did each child receive? 

18. What number multiplied by 3,047 will produce 297,396,341? 

19. A merchant bought 51 pieces of velvet, each containing 30 yards, 
at $8 a yard ; he sold it so as to gain ^5,000 ; for what did he sell it? 

20. What is the quotient of the product of 10, 6, 84 and 42, divided 
by the product of 12, 5, 24, 7 ? 

GEOGRAPHY — FIRST FOEM. 

Harry A. Fox. > 

1. What is Geography ? 

2. What is the distinction between Physical and Political Geography ? 

3. What is Longitude ? Latitude ? What is a Meridian ? 

4. What is a Continent ? An Island ? A Cape ? A Strait ? 

5. Which Hemisphere is the larger? Which Continent? 

6. What countries compose the Eastern Continent? The Western? 

7. Bound Europe. Africa. 

8. Name the rivers of Africa. Of Asia. 

9. Name the mountains of South America. Of Africa. 

10. Where is the Bay of Bengal ? Gulf of Guinea? Caspian Sea? 

11. What are the political divisions of North America? 

12. Bound North America. 

13. Where is the Gulf of St. Lawrence ? Gulf of Mexico ? Baffins' 
Bay? James' Bay? Bay of Campeachy ? 



70 

14. Where is Davis' Strait ? Bauks' Strait? What waters do they 
connect? 

15. Describe the Mississippi River. Red. Colorado. Severn. Co- 
lumbia. 

16. Bound New York and give its Capital. Indiana. South Caro- 
lina. Maine, Georgia. 

17. In sailing from Portland to N"ew Orleans, what Capes, Bays and 
Coast Cities would you pass? 

18. Name the Great Lakes, and state where they are situated. 

19. Bound the United States, and give its Capital. 

20. Mention all the rivers that flow into the Mississippi. 

HISTORY — FIRST FORM. 

Harry A. Fox. 

1. From what continent did the first inhabitants of America probably 
come? 

2. What reason is there for supposing that this country was inhabited 
before its discovery by Columbus ? 

3. Give a short history of the Mound Builders ; whence they came ; 
their civilization ; and by whom they were succeeded. 

4. What is known of the character, disposition and industr}^ of the 
Indians ? 

5. Who were the Northmen, and what part do they claim to have 
taken in the early settlement of America? 

6. What was the general idea throughout Europe iu the Fifteenth 
Century, as regards the shape of the earth ? 

7. How did Columbus propose to reach the East Indies ; was it by 
the usual route ? What was the usual route ? 

8. Give a short history of the life and discoveries of Columbus? 

9. After whom was America named ? Why was it so named ? 
10.. Give an account of the discoveries of the Cabots ? 

11. What four European nations were engaged iu the early explora- 
tions of America, and what portion or portions of the continent did 
each explore ? 

12. Name the most noted Spanish explorers? Who first circum- 
navigated the Globe? 

13. Name the most noted French explorers ? The most noted 
explorers of other nations ? 

14. When and by whom was the Pacific Ocean discovered ? The 
Mississippi River ? 

15. Give a short history of the discovery of Florida ? 



71 

16. Name the two oldest towns in the United States ? When and by 
whom were they founded ? 

17. Give some account of Sir Walter Raleigh ? 

18. Give an account of the Dutch settlements in America ? 

19. Name the permanent settlements made at the beginning of the 
Seventeenth Century ? 

20. What important event took place in 1492 ? In 1602 ? In 1609? 
In 1620? 

GRAMMAR — FIRST FORM. 

Harry A. Fox. 

1. What is the difference between spoken and written Language? 

2. What is English Grammar ? 

3. Define the faur parts of Grammar. 

4. What is an Elementary Sound ? 

5. What is a Syllable? 

6. What is a Vowel? A Consonant? How are Consonants divided? 

7. What is a Dipthong? A Digraph ? A Trigraph? Give a word 
containing a Dipthoug. One containing a Digraph ? One containing a 
Trigraph. 

8. What is a Double Consonant ? Give an illustration. 

9. Place capital letters where they belong in the following sentence ; 
**on the tenth of January last, i visited the house of representatives, then 
in session in the city of Columbia, south Carolina." 

10. What is a Derivative Word ? A Radical Word ? 

11. What is a Noun? A Verb? A Participle? An Adjective? 
An Adverb? 

12. How many kinds of Nouns? How many kinds of Common 
Nouns? Define and give an illustration of each. 

13. What is Person? How many kinds of Person are there? Define 
each. 

14. What is Gender? How many kinds of Gender are there? Define 
each. 

15. Give the different ways of distinguishing the Masculine from the 
Feminine Gender? 

16. What is Number? How many Numbers are there? Define 
each, 

17. What are the two rules for the formation of the plural, when the 
Noun ends in "o'"? when it ends in "s"? When it ends in "f"? or 
♦'fe"? 

18. What is Case? Define the different Cases. 



72 

19. What are the rules for forming the Possessive Case, singular and 
plural ? What is the rule when the Noun is a Compound Word? 

20. Give a sentence containing a Noun in the Nominative Cfase. In 
the Possessive Case. In the Absolute Case. When is a Noun in Oppo- 
sition ? Give an illustration. 



' ^a_ppe:^^dix. 



I 



THE U^IYERSITY OF SOUTH CAROLIM 

Is situated at Columbia, the Capital of the State. 



The South Carolina College was chartered by the General Assembly 
of the State in 1801, as a place " where all its youth may be educated." 

In 1865 it was changed to a University. 

The campus and grounds are in the centre of the city. They cover 
four squares, including eighteen acres, and are adorned with shade 
trees. 

Within the enclosure are the Library building, Recitation Rooms, 
Dormitories, Society Halls, and residences of the Professors. 

The Library, which survived the hazard of war is still in excellent 
condition, and contains nearly 30,000 volumes, among them many rare 
and old works. 

THE INSTRUCTION IN THE UNIVERSITY IS FREE TO ALL. 

There are no charges for rent of rooms or matriculation. 

The Boaed of Trustees consists of eight members, of whom 

HIS EXCELLENCY DANIEL H. CHAMBERLAIN, THE GOV- 
ERNOR, IS EX OFFICIO PRESIDENT, 

AND 

HON. J. K. JILLSON, STATE SUPERINTENDENT OF EDUCA- 
TION, IS SECRETARY. 

Hon. W. R. JERVAY, Charleston County. 
Hon. S. J. LEE, Aiken County. 
Hon. J. A. BOWLEY, Georgetown County. 
Hon. L. C. NORTHROP, Richland County. 
Hon. S. a. SWAILS, Williamsburg County. 
Hon. B. F. WHITTEMORE, Darlington County. 



THE FACULTY OF THE UNIVERSITY. 



Rev. B. B. BABBITT, A. M., Chairman, 

Professor Natural and Mechanical Philosophy and Astronomy. 

A. W. CUMMINGS, A. M., D. D., ' 

Professor Mathematics and Civil and Military Engineering and 
Construction. 

T. N. ROBERTS, M. D., 

Professor History, Political Philosophy and Political Economy. 

HENRY J. FOX, A. M., D. D., 

Professor Rhetoric, Criticism, Elocution and English Language 
and Literature. 

WILLIAM MAIN, Jr., A. M., 

Professor Chemistry, Pharmacy, Mineralogy and Geology. 

FISK P. BREWER, A. M., 

Professor Ancient Languages and Literature. 

RICHARD T. GREENER, A. B., 

Professor Mental and Moral Philosophy, Logic, &c. 

Rev. E. B. OTHEMAN, A. M., 

Professor Modern Languages and Literature. 

C. D. MELTON, Esq., 
Professor Law. 

JOHN LYNCH, M. D, 

Professor Physiology and Materia Medica. 

WM. H. JACKSON, M. D , 

Principal of Preparatory School. 

HARRY A. FOX, 

Assistant in Pre])aratory School. 

Major ERASTUS W. EVERSON, £uji^/yu^. 

Librarian, Treasurer of the University and Secretary of the 
Faculty. 



5 

THE ACADE3IIC DEPARTME>T 

Embraces two Quadrennial Courses. 

THE CLASSICAL COURSE. 

For admission to this course Students are examined in the Elementary 

English studies, and in the following additional branches : 

Latin — Harkness', Allen and Greenough's, or Andrews and Stoddard's 

Grammar, Harkness' Latin Reader, or an equivalent in Caesar; 

four orations of Cicero and six books of the ^Eneid. 

Greek — Greek Grammar ; three books of the Anabasis, and two books of 

the Iliad. 
Mathematics — The whole of Arithmetic; Algebra as far as Equations of 
the Second Degree. 

THE COURSE OF STUDY. 

Seniors — German or French, Mental and Moral Philosophy, Geology, 

Astronomy, Evidences of Christianity, History, Rhetoric and 

Applied Science. 
Juniors — French or German, Latin or Greek, Mathematics, Natural 

Philosophy, Rhetoric, Mental and Moral Philosophy, Logic, 

Chemistry, History. 
Sophomores — Latin and Greek, Mathematics, Rhetoric, Natural Philoso- 
phy, Lectures on Physiology. 
Freshmen — Greek and Latin, Higher English, History, Mathematics, 
Natural Philosophy and Rhetoric. 

THE MODERN COURSE. 

For admission to this course Students must be prepared to read at 
sight and parse Harkness' Latin Reader or an equivalent. The Greek 
is not required for this course. The Mathematics and other studies are 
the same as for the Classical course. The Modern Course differs from 
the Classical chiefly in the substitution of modern languages for the 
ancient, though Latin is continued throughout the Freshman year. 

French runs through the Sophomore and Junior years, and German 
through the Junior and Senior years. 

THE LAW SCHOOL. 

The course may be completed in one year. It includes Common and 
Statute Law, Contracts, Mercantile Law, Pleadings, Code of Practice, 
Constitutional and International Law. 



THE MEDICAL SCHOOL. 

No appropriatioo having been made for the present year this school 
is not in session. 

THE SCHOOL PREPARATORY FOR THE UNIVERSITY 

furnishes opportunities for instruction in a higher grade of English 
studies than is, at present, afforded in the County schools. It also offers 
a conoplete preparation for the two Quadrennial Courses of study. Per- 
sons who are desirous of entering the University, but who are not 
adequately prepared, are advised to take advantage of the rare facilities 
offered by this school. 



REQUIREMENTS FOR ADMISSION TO THE PREPARATORY 

SCHOOL. 

First. A thorough knowledge of the Fundamental Rules of Arith- 
metic. 

Second. Ability to read intelligently ordinary English prose. 
Third. Ability to write a legible hand. 
Fourth. Ability to spell words of frequent occurrence. 
I^iffh. A certificate of good moral character. 

THE COURSE OF STUDY 

is SO arranged as to fit Students for either the Classical or Modern 
Course in the University, and embraces four years. 

THE BENEFICIARY SCHOLARSHIPS 

were established by the General Assembly at the ses-ion of 1873-74. 
They are one hundred and twenty-four in number, are open for general 
competition, and yield $200 a year to the successful applican:. 

The first examination takes place in the Counties on the first Monday 
in July. These examinations are conducted by the Board of County 
School Examiners, acting under instruction from the State Superintendent 
of Education. 

Three applicants are selected at these examinations to compete at a 
final examination before the State Board of Examiners, at Columbia. 

The person who passes the best examination before this last Board is 
selected by them for the scholarship of the County. The second in rank 
for the second, if there be two, and so on. When once assigned, the 
scholarships hold good for four years, or until graduation. They may be 



forfeited for misconduct, an inferior grade of scholarship or habitual 
neglect of duty. They are apportioned to the Counties according to the 
number of Representatives the County is entitled to in the General As- 
sembly. The vacancies which are to be filled at the opening of the next 
Academic year, are as follows: 

Abbeville, 2; Aiken, 2 ; Anderson, 1; Barnwell, 1; Beauf)rt, 2; 
Charleston, 5; Chester, 1; Clarendon, 1; Colleton, 2; Chesterfield,!; 
Darlington, 1 ; Edgefield, 2; Fairfield, 1 ; Georgetown, 1 ; Greenville, 2 ; 
Horry, 0; Kershaw, 1; Lancaster, 1; Laurens, 1; Lexington, 1; 
Marion, 1 ; Marlboro, 1 ; Newberry, 1 ; Oconee, 1 ; <Maugeburg, 1 ; 
Pickens, 1 ; Richland, 1 ; Spartanburg, 2 ; Sumter, 1 ; Union, 1 ; Wil- 
liamsburg, 1 ; York, 1. 

The Students admitted to Scholarships may choose either of the two 
Quadrennial Courses of study. If the County Board of Examiners 
fail to hold an examination, any person of good moral character may 
apply from the County for examination before the State Board. 

Should there be neither examination, nor applicant from a County? 
the State Board is authorized to appoint any meritorious candidate to a 
scholarship left vacant in this manner. 

The Scholarship Law was framed to encourage the higher education 
throughout the State by giving judicious help to worthy and ambitious 
scholars. 

Teachers, parents and others interested in the cause of general educa- 
tion — the great want of the commonwealth — will aid by disseminating 
this information, and encouraging really worthy persons to apply. 

The next session begins Monday, October 4, 1875. Board may be 
obtained in Columbia, at clubs and in private families, at from $S to 
SI 5 a month. Washing is done for from SLoO to 82 a mouth. The 
rooms in the Dormitories are in suites, containing two sleeping rooms and 
one study room each. 

There are at present on the University roll the following number of 
students : 

Academic. — Seniors, 2 ; Juniors, 4 ; Sophomores, 5 ; Freshmen, 29 ; 
Sub-Freshmen, 24 ; Law, 17 ; Medical, 4 ; Special, 2 ; Preparatory 
School, 79. Total, 166. Deduct for those named twice, 3, and those 
not in actual attendance 14, we have 149 Students now at the Univer- 
sity. 



8 
THE REPORT OF THE CHAIRMAN^ OF THE FACULTY. 

The recent report on the condition of the University, in obedience to 
the resolution of the General Assembly, contains a full account of the 
work done during the half year, together with copies of the examination 
papers for entrance and promotion. 

Copies may be had on application, frrtm^fe4 Chairman, Rev. B. B. 
Babbitt, * ftlajui E. W. EvLum i, /Secretary of^the Faculty, or from any 



member of the Faculty. k 

y 24, 1875. ^*--- 



Columbia, May 








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